Development of a Multi-experience Approach in Introductory Soil and Vegetation Geography Courses.

ERIC Educational Resources Information Center

Limbird, Arthur

1982-01-01

Describes an introductory college level course in soil and vegetation which uses lecture, audiovisual tutorial, individualized instruction, field trips, films, and games. The course consists of three segments: basic concepts of soils, basic concepts of plants, and soil and vegetation concepts in a spatial context. (KC)

High School and College Biology: A Multi-Level Model of the Effects of High School Courses on Introductory Course Performance

ERIC Educational Resources Information Center

Loehr, John F.; Almarode, John T.; Tai, Robert H.; Sadler, Philip M.

2012-01-01

In a climate where increasing numbers of students are encouraged to pursue post-secondary education, the level of preparedness students have for college-level coursework is not far from the minds of all educators, especially high school teachers. Specifically within the biological sciences, introductory biology classes often serve as the…

Teaching Introductory Geoscience: A Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Manduca, C.; Tewksbury, B.; Egger, A.; MacDonald, H.; Kirk, K.

2008-12-01

Introductory undergraduate courses play a pivotal role in the geosciences. They serve as recruiting grounds for majors and future professionals, provide relevant experiences in geoscience for pre-service teachers, and offer opportunities to influence future policy makers, business people, professionals, and citizens. An introductory course is also typically the only course in geoscience that most of our students will ever take. Because the role of introductory courses is pivotal in geoscience education, a workshop on Teaching Introductory Courses in the 21st Century was held in July 2008 as part of the On the Cutting Edge faculty development program. A website was also developed in conjunction with the workshop. One of the central themes of the workshop was the importance of considering the long-term impact a course should have on students. Ideally, courses can be designed with this impact in mind. Approaches include using the local geology to focus the course and illustrate concepts; designing a course for particular audience (such as Geology for Engineers); creating course features that help students understand and interpret geoscience in the news; and developing capstone projects to teach critical thinking and problem solving skills in a geologic context. Workshop participants also explored strategies for designing engaging activities including exploring with Google Earth, using real-world scenarios, connecting with popular media, or making use of campus features on local field trips. In addition, introductory courses can emphasize broad skills such as teaching the process of science, using quantitative reasoning and developing communication skills. Materials from the workshop as well as descriptions of more than 150 introductory courses and 350 introductory-level activities are available on the website: http://serc.carleton.edu/NAGTWorkshops/intro/index.html.

Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

NASA Astrophysics Data System (ADS)

Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

2017-06-01

At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

Transversality of electromagnetic waves in the calculus-based introductory physics course

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2008-11-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by instructors of such courses. Here, we discuss two physical arguments (based on polarization experiments and on lack of monopole electromagnetic radiation) and the full argument for the transversality of (plane) electromagnetic waves based on the integral Maxwell equations. We also show, at a level appropriate for the introductory course, why the electric and magnetic fields in a wave are in phase and the relation of their magnitudes.

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…

"But I Thought I Knew That!" Student Confidence Judgments on Course Examinations in Introductory Psychology

ERIC Educational Resources Information Center

Nevid, Jeffrey S.; Cheney, Brianna; Thompson, Clarissa

2015-01-01

Students in an introductory psychology class rated their level of confidence in their answers to exam questions on four multiple-choice exams through the course of a semester. Correlations between confidence judgments and accuracy (correct vs. incorrect) at the individual item level showed modest but significant relationships for item sets scaled…

Causal Attributions of Success and Failure Made by Undergraduate Students in an Introductory-Level Computer Programming Course

ERIC Educational Resources Information Center

Hawi, N.

2010-01-01

The purpose of this research is to identify the causal attributions of business computing students in an introductory computer programming course, in the computer science department at Notre Dame University, Louaize. Forty-five male and female undergraduates who completed the computer programming course that extended for a 13-week semester…

Graduate Introductory Educational Research Courses: A Look at What Is Required.

ERIC Educational Resources Information Center

Todd, Robert F.; Reece, Carol Carter

A diversity of practices exists with regard to the actual content taught in graduate-level courses in introduction to educational research. In a recent Delphi study, a national panel of 21 experts in educational research generated a list of 114 skills and knowledge areas they considered worthy objectives in an introductory course. What remained…

Accounting Principles 30G. Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This curriculum guide was developed for a senior-level introductory accounting course for students in high schools in Manitoba. The course introduces Canadian accounting principles and practices; it applies Generally Accepted Accounting Principles (GAAP) to introductory financial accounting. The guide includes the following components: (1) an…

Introductory Disciplines of Astronomy in Undergraduation Geography in Brazilian Public Universities

NASA Astrophysics Data System (ADS)

Henrique Azevedo Sobreira, Paulo

2015-08-01

There are some previous works about introductory disciplines of Astronomy in higher education in various undergraduation at Brazilian universities, but this is a specific research for Geography courses in public universities. Some undergraduate courses in Geography in Brazil offer introductory disciplines of Astronomy, since the second half of the twentieth century. This work presents an updated survey on the topic, and it proposes an effort at the national level, for the benefit of the increase in introductory disciplines of Astronomy in undergraduation in Geography. The data collected from public universities were obtained from the consultation of the websites of state universities, federal and county in 2012, 2013 and 2015, for information on the Geography courses and, among them, those with disciplines of Astronomy. The results show that there are 94 undergraduation in Geography courses in public universities, 12 of them had introductory disciplines of Astronomy until 2012 and 2013. In 2015 three of these disciplines were canceled which reduced to 9 universities. There were 23 undergraduation in Geography courses in 10 bachelor degrees and 14 education degrees with Astronomy disciplines. At 2015 it decreased to 20 in 5 bachelors and 8 education degrees. There are two undergraduation Geography courses with two introductory disciplines of Astronomy, while the other 18 offer only one discipline. The inclusion of introductory disciplines of Astronomy depends on the actions of professors' groups who works in undergraduation Geography courses, and of the astronomers initiative to offering them. The ideal is that the astronomers who actuate like professors in universities, normally in Math, Physics, Technologies, Enginnering and Science courses, they would can help and offer introductory disciplines in Astronomy for undergraduation in Geography courses.

Agricultural In-Service Needs of Introductory Level Career and Technical Education Teachers

ERIC Educational Resources Information Center

Christensen, Jolene; Warnick, Brian K.; Spielmaker, Debra; Tarpley, Rudy S.; Straquadine, Gary S.

2009-01-01

This study identified and prioritized the agricultural in-service needs of introductory level career and technical education teachers in Utah. The Utah State Board of Education requires that all seventh grade students complete an introductory career and technical education course as their first formal career exploration experience. One component…

AIBS Education Review, Vol. 2, No. 4.

ERIC Educational Resources Information Center

Creager, Joan G., Ed.

This issue contains articles on experiences gained in the construction of terminal performance objectives for introductory biology courses, the impact of audiotutorial instruction on faculty load and departmental operating levels, an experiment designed to improve the teaching of biology in large enrollment introductory courses, a minicourse on…

The Development and Evolution of an Introductory Statistics Course for In-Service Middle-Level Mathematics Teachers

ERIC Educational Resources Information Center

Schmind, Kendra K.; Blankenship, Erin E.; Kerby. April T.; Green, Jennifer L.; Smith, Wendy M.

2014-01-01

The statistical preparation of in-service teachers, particularly middle school teachers, has been an area of concern for several years. This paper discusses the creation and delivery of an introductory statistics course as part of a master's degree program for in-service mathematics teachers. The initial course development took place before the…

When the Social Justice Learning Curve Isn't as Steep: How a Social Foundations Course Changed the Conversation

ERIC Educational Resources Information Center

Cohen, Beth Douthirt; Tokunaga, Tomoko; Colvin, Demetrius J.; Mac, Jacqueline; Martinez, Judith Suyen; Leets, Craig; Lee, Douglas H.

2013-01-01

This article explores the limits of introductory social justice education and the ways in which a social foundations course could expand and deepen the social justice lens of current and future educators. The authors, members of an introductory graduate-level Social Foundations course, discuss the limitations they realized in their previous social…

Analysis of the Impact of Introductory Physics on Engineering Students at Texas A&M University

NASA Astrophysics Data System (ADS)

Perry, Jonathan; Bassichis, William

Introductory physics forms a major part of the foundational knowledge of engineering majors, independent of discipline and institution. While the content of introductory physics courses is consistent from institution to institution, the manner in which it is taught can vary greatly due to professor, textbook, instructional method, and overall course design. This work attempts to examine variations in student success, as measured by overall academic performance in an engineering major, and matriculation rates, based on the type of introductory physics a student took while enrolled in an engineering degree at Texas A&M University. Specific options for introductory physics at Texas A&M University include two calculus based physics courses, one traditional (UP), and one more mathematically rigorous (DP), transfer credit, and high school (AP or dual) credit. In order to examine the impact of introductory physics on a student's degree progression, data mining analyses are performed on a data set of relatively comprehensive academic records for all students enrolled as an engineering major for a minimum of one academic term. Student data has been collected for years of entering freshman beginning in 1990 and ending in 2010. Correlations will be examined between freshman level courses, including introductory physics, and follow on engineering courses, matriculation rates, and time to graduation.

Replicating effective pedagogical approaches from introductory physics to improve student learning of quantum mechanics

NASA Astrophysics Data System (ADS)

Sayer, Ryan Thomas

Upper-level undergraduate students entering a quantum mechanics (QM) course are in many ways similar to students entering an introductory physics course. Numerous studies have investigated the difficulties that novices face in introductory physics as well as the pedagogical approaches that are effective in helping them overcome those difficulties. My research focuses on replicating effective approaches and instructional strategies used in introductory physics courses to help advanced students in an upper-level QM course. I have investigated the use of Just-in-time Teaching (JiTT) and peer discussion involving clicker questions in an upper-level quantum mechanics course. The JiTT approach including peer discussions was effective in helping students overcome their difficulties and improve their understanding of QM concepts. Learning tools, such as a Quantum Interactive Learning Tutorial (QuILT) based on the Doubleslit Experiment (DSE) which I helped develop, have been successful in helping upper-level undergraduate students improve their understanding of QM. Many students have also demonstrated the ability to transfer knowledge from a QuILT based on the Mach-Zehnder interferometer while working on the DSE QuILT. In addition, I have been involved in implementing research-based activities during our semester-long professional development course for teaching assistants (TAs). In one intervention, TAs were asked to grade student solutions to introductory physics problems first using their choice of method, then again using a rubric designed to promote effective problem-solving approaches, then once more at the end of the semester using their choice of method. This intervention found that many TAs have ingrained beliefs about the purposes of grading which include placing the burden of proof on the instructor as well as a belief that grading cannot serve as a formative assessment. I also compared TAs grading practices and considerations when grading student solutions to QM problems versus when grading student solutions to introductory physics. Many TAs penalized students for not explicating the problem solving process more often in the QM context than in the introductory physics context. The implications of these interventions for promoting student learning in QM are discussed.

Teaching statistics in biology: using inquiry-based learning to strengthen understanding of statistical analysis in biology laboratory courses.

PubMed

Metz, Anneke M

2008-01-01

There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p < 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p < 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study.

Developing an Introductory Level MIS Project in Accordance with AACSB Assurance of Learning Standard 15

ERIC Educational Resources Information Center

Schwieger, Dana

2012-01-01

As part of the introductory level management information systems (MIS) course, faculty are asked to introduce the students to MIS concepts as well as to help them develop technology-related skills benefitting them in their course work and beyond. However, with a vast array of MIS topics that could be covered and class time at a premium, it is…

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…

A Tutorial Design Process Applied to an Introductory Materials Engineering Course

ERIC Educational Resources Information Center

Rosenblatt, Rebecca; Heckler, Andrew F.; Flores, Katharine

2013-01-01

We apply a "tutorial design process", which has proven to be successful for a number of physics topics, to design curricular materials or "tutorials" aimed at improving student understanding of important concepts in a university-level introductory materials science and engineering course. The process involves the identification…

Using Chinua Achebe's "Things Fall Apart" in Introductory Geography Courses.

ERIC Educational Resources Information Center

Hathaway, James

1993-01-01

Describes use of Nigerian author, Chinua Achebe's novel, "Things Fall Apart," in an introductory geography course at the secondary school or college level. Provides a summary of the book's story, which deals with the impact of colonialism and Christianity on the culture of eastern Nigeria. Includes recommended instructional strategies…

Places in the News: The Use of Cartograms in Introductory Geography Courses.

ERIC Educational Resources Information Center

Gillard, Quentin

1979-01-01

Describes a cartographic exercise to help students in an introductory geography course on the college level understand the geography of world affairs. The activity involved students in creating a diagrammatic map commensurate with amount of news magazine coverage of various foreign countries. (Author/DB)

Cultivating the Capacity for Formal Reasoning: Objectives and Procedures in an Introductory Physical Science Course

ERIC Educational Resources Information Center

Arons, A. B.

1976-01-01

Describes special factors and procedures which are utilized in an introductory physical science course for nonscience majors. It is designed to enable students who are at a concrete or transitional stage to attain the formal operational level of development. (Author/SL)

Integrating writing into an introductory environmental science curriculum: Perspectives from biology and physics

NASA Astrophysics Data System (ADS)

Selkin, P. A.; Cline, E. T.; Beaufort, A.

2008-12-01

In the University of Washington, Tacoma's Environmental Science program, we are implementing a curriculum-wide, scaffolded strategy to teach scientific writing. Writing in an introductory science course is a powerful means to make students feel part of the scientific community, an important goal in our environmental science curriculum. Writing is already an important component of the UW Tacoma environmental science program at the upper levels: our approach is designed to prepare students for the writing-intensive junior- and senior-level seminars. The approach is currently being tested in introductory biology and physics before it is incorporated in the rest of the introductory environmental science curriculum. The centerpiece of our approach is a set of research and writing assignments woven throughout the biology and physics course sequences. The assignments progress in their degree of complexity and freedom through the sequence of introductory science courses. Each assignment is supported by a number of worksheets and short written exercises designed to teach writing and critical thought skills. The worksheets are focused on skills identified both by research in science writing and the instructors' experience with student writing. Students see the assignments as a way to personalize their understanding of basic science concepts, and to think critically about ideas that interest them. We find that these assignments provide a good way to assess student comprehension of some of the more difficult ideas in the basic sciences, as well as a means to engage students with the challenging concepts of introductory science courses. Our experience designing these courses can inform efforts to integrate writing throughout a geoscience or environmental science curriculum, as opposed to on a course-by-course basis.

Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

NASA Astrophysics Data System (ADS)

Smith, Kendra Leigh

This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in introductory chemistry lecture course. It was also found that the higher the given ACT score (composite, science, mathematics), the higher the rate of success (between a 1.19-1.44 odds increase for every one point increase in ACT score) in both introductory biology and introductory chemistry lecture courses.

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.

Science Outcomes Assessment Plan (SOAP): Design phase

NASA Astrophysics Data System (ADS)

Webster, Zodiac T.; Gurkas, P.; Shaw, K.

2009-01-01

Columbus State University is under pressure to reduce the number of "unproductive grades” in its introductory science classes, to increase the number of STEM majors, and to assess the level of attainment of science outcomes in its general education courses for accreditation documentation. The authors designed a study to examine affective, cognitive, social, and classroom factors as predictors of success in science while also attempting to document the link between introductory "gateway to science major” course outcomes and the general education program. One of the factors probed is the match between students’ understanding of important learning outcomes of the course and the instructor's stated priorities. A very real risk in content focused courses (e.g., astronomy) is the mismatch between the university's stated outcomes for a general education science course (e.g., critical thinking) and the instructor's content related outcomes. This mismatch may become a barrier for students taking `required’ courses as they may not comprehend the rationale for the requirement, fail to engage in the course, and consequently receive a failing grade. Another possible factor affecting student success in science is the student reasoning level. Students who are concrete thinkers may not be as successful in introductory science classes that require advanced logical thinking about unfamiliar concepts. The authors hope to use the results of this study to help inform university practices such as placement into introductory science courses and for future faculty development.

Differential Benefits of Attending Supplemental Instruction for Introductory, Large-Section, University U.S. History Courses

ERIC Educational Resources Information Center

Summers, Emily J.; Acee, Taylor W.; Ryser, Gail R.

2015-01-01

We investigated students' academic achievement in three high-enrollment, introductory-level history sections at a large, public, Hispanic-serving university. Using a conditional indirect-effects model, we analyzed supplemental instruction (SI) attendance and class absences as predictors of course success, after accounting for sex, ethnicity/race,…

Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course

ERIC Educational Resources Information Center

Shane-Simpson, Christina; Che, Elizabeth; Brooks, Patricia J.

2016-01-01

To test the feasibility of Wikipedia editing in large undergraduate psychology classrooms, we engaged groups of students in a large introductory-level Human Development course (N = 110) in editing Wikipedia articles to improve psychology-related content. Students attended in-class workshops and received online support to develop skills. They…

Food Preparation and Service. An Introductory Course for Food Services Careers.

ERIC Educational Resources Information Center

Douma, Elaine L.

Intended for use in a comprehensive senior high school, this curriculum guide for an introductory laboratory course focuses on the development of abilities, attitudes, and personal qualities which would lead to job success at the entry level in the food service industry, including in the areas of cooking, waitressing, supermarkets, and similar…

Using Case Studies in the Introductory Public Relations Course.

ERIC Educational Resources Information Center

Adams, William C.

The case study method has received increased attention at both the graduate and undergraduate levels in a number of public relations programs. Unlike the Harvard managerial-oriented case studies, the approach useful in large, introductory public relations courses stems from a simplified team approach to classroom projects, case studies in the…

Computer-Automated Approach for Scoring Short Essays in an Introductory Statistics Course

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia; Kang, Hyun Bin; Kim, Kyung; Gao, Mengzhao; Johnson, Glenn; Clariana, Roy; Zhang, Fan

2018-01-01

Over two semesters short essay prompts were developed for use with the Graphical Interface for Knowledge Structure (GIKS), an automated essay scoring system. Participants were students in an undergraduate-level online introductory statistics course. The GIKS compares students' writing samples with an expert's to produce keyword occurrence and…

Mainstreaming Remedial Mathematics Students in Introductory Statistics: Results Using a Randomized Controlled Trial

ERIC Educational Resources Information Center

Logue, Alexandra W.; Watanabe-Rose, Mari

2014-01-01

This study used a randomized controlled trial to determine whether students, assessed by their community colleges as needing an elementary algebra (remedial) mathematics course, could instead succeed at least as well in a college-level, credit-bearing introductory statistics course with extra support (a weekly workshop). Researchers randomly…

Patterns of Incorrect Responses on the FCI and Course Success

NASA Astrophysics Data System (ADS)

Wells, James; Mokaya, Fridah; Valente, Diego

The Force Concept Inventory (FCI) is often used to measure the effectiveness of instructional pedagogy in introductory physics courses both at the algebra- and calculus-based level. Scores on the FCI are correlated with the performance of students in a class, as measured by their final course grade. We have collected data from several semesters of first-semester introductory mechanics courses at a public 4-year university, taught in large-scale classrooms with pedagogy including elements of Just-in-Time Teaching pedagogy along with active learning course components. The data collected includes pre- and post-test FCI scores, midterm exam grades, and final course grades. We examine whether certain patterns of incorrect answers on the FCI post-test are predictive of course grades, indicating whether certain specific student preconceptions are more detrimental than others to the success of students in an introductory mechanics course. Funding from UConn - College of Liberal Arts and Sciences (CLAS).

The Disproportionate and Potentially Negative Influence of Research Universities on the Quality of Geoscience Education

NASA Astrophysics Data System (ADS)

Samson, P. J.

2010-12-01

There is a large and growing body of research indicating that post-secondary education in science, technology, engineering, and mathematics (STEM) fields is failing to prepare citizens for the 21st century economy. Introductory STEM courses are vital for preparing science majors for their fields of study and are the only exposure to science many college students will receive, but the quality of teaching in these courses is often not informed by research on teaching and learning. Research universities play an especially prominent role in the design of introductory courses. While research and doctoral universities account for only about 6% of all higher education institutions, they confer 32 per cent of the baccalaureate degrees, and 56 per cent of the baccalaureates earned by recent recipients of science and engineering doctorates. By assuming that larger introductory classes occur at research institutions one can estimate that a dominant number of students receiving introductory instruction in the geosciences are probably occurring at research institutions. Moreover, research universities produce the majority of tenure-track faculty who will later teach at four-year colleges, so the role of research institutions in the influence of introductory course design is expected to be disproportionately large. While introductory courses at research universities play a influential role in how such courses are designed, the teaching of introductory courses is too often viewed as an undesirable assignment for instructors at those institutions. The effort seems unrewarding with incentives for improving teaching at research institutions perceived as modest at best, if not negative. It is commonly perceived that teaching introductory courses will decrease opportunities for teaching higher-level courses to graduate students and/or to conduct research. Furthermore, even for those interested in improving their pedagogical methods, current approaches to professional development are generally difficult to scale and/or costly to institutions and outside instructors' normal workflow. This presentation reports on the results of surveys of research university instructors in an attempt to quantify the state of the introductory course. The surveys attempt to identify common barriers to improvement. Based on these surveys strategies for how to best implement systemic change in introductory courses at research universities are presented in the hope of stimulating discussion and a call to action.

Teaching Statistics in Biology: Using Inquiry-based Learning to Strengthen Understanding of Statistical Analysis in Biology Laboratory Courses

PubMed Central

2008-01-01

There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p < 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p < 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study. PMID:18765754

Teaching Quantum Mechanics on an Introductory Level.

ERIC Educational Resources Information Center

Muller, Rainer; Wiesner, Hartmut

2002-01-01

Presents a new research-based course on quantum mechanics in which the conceptual issues of quantum mechanics are taught at an introductory level. Involves students in the discovery of how quantum phenomena deviate from classical everyday experiences. (Contains 31 references.) (Author/YDS)

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

NASA Astrophysics Data System (ADS)

Li, Jing; Singh, Chandralekha

2017-03-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance.

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

PubMed

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

2012-03-01

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

Bridging High School and Introductory Undergraduate Courses in Geographic Information Science and Technology

ERIC Educational Resources Information Center

Journal of Geography, 2018

2018-01-01

This article presents the findings of a study to determine the degree of consistency in what is taught and learned in high school and college-level introductory courses in geographic information science and technology (GIS&T). A content analysis identified sixteen topics that are generally representative of the knowledge, skills, and abilities…

Transversality of Electromagnetic Waves in the Calculus-Based Introductory Physics Course

ERIC Educational Resources Information Center

Burko, Lior M.

2008-01-01

Introductory calculus-based physics textbooks state that electromagnetic waves are transverse and list many of their properties, but most such textbooks do not bring forth arguments why this is so. Both physical and theoretical arguments are at a level appropriate for students of courses based on such books, and could be readily used by…

Can Personalized Nudges Improve Learning in Hybrid Classes? Experimental Evidence from an Introductory Undergraduate Course

ERIC Educational Resources Information Center

O'Connell, Stephen D.; Lang, Guido

2018-01-01

A field experiment was conducted to investigate whether personalized e-mail reminders can improve study consistency and learning outcomes in an introductory-level undergraduate course. By randomly assigning whether nearly 300 students would receive occasional e-mail messages encouraging out-of-class study, we find that these reminders increased…

Statistics Graduate Teaching Assistants' Beliefs, Practices and Preparation for Teaching Introductory Statistics

ERIC Educational Resources Information Center

Justice, Nicola; Zieffler, Andrew; Garfield, Joan

2017-01-01

Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students' preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine…

Incorporating Code-Based Software in an Introductory Statistics Course

ERIC Educational Resources Information Center

Doehler, Kirsten; Taylor, Laura

2015-01-01

This article is based on the experiences of two statistics professors who have taught students to write and effectively utilize code-based software in a college-level introductory statistics course. Advantages of using software and code-based software in this context are discussed. Suggestions are made on how to ease students into using code with…

Investigation Of Student Learning In Thermodynamics And Implications For Instruction In Chemistry And Engineering

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2007-01-01

As part of an investigation into student learning of thermodynamics, we have probed the reasoning of students enrolled in introductory and advanced courses in both physics and chemistry. A particular focus of this work has been put on the learning difficulties encountered by physics, chemistry, and engineering students enrolled in an upper-level thermal physics course that included many topics also covered in physical chemistry courses. We have explored the evolution of students' understanding as they progressed from the introductory course through more advanced courses. Through this investigation we have gained insights into students' learning difficulties in thermodynamics at various levels. Our experience in addressing these learning difficulties may provide insights into analogous pedagogical issues in upper-level courses in both engineering and chemistry which focus on the theory and applications of thermodynamics.

Do College Introductory Biology Courses Increase Student Ecological Literacy?

ERIC Educational Resources Information Center

Cheruvelil, Kendra Spence; Ye, Xuemei

2012-01-01

College introductory biology educators have an opportunity to increase ecological literacy. This research used a pre-/postsurvey design to ask the following questions: (a) What level of ecological literacy do underclass science majors have? (b) What demographic factors are related to ecological literacy? and (c) Does taking introductory organismal…

A Readability Analysis of Selected Introductory Economics.

ERIC Educational Resources Information Center

Gallagher, Daniel J.; Thompson, G. Rodney

1981-01-01

To aid secondary school and college level economics teachers as they select textbooks for introductory economics courses, this article recounts how teachers can use the Flesch Reading Ease Test to measure readability. Data are presented on application of the Flesch Reading Ease Test to 15 introductory economics textbooks. (Author/DB)

Incorporating Multiple-Choice Questions into an AACSB Assurance of Learning Process: A Course-Embedded Assessment Application to an Introductory Finance Course

ERIC Educational Resources Information Center

Santos, Michael R.; Hu, Aidong; Jordan, Douglas

2014-01-01

The authors offer a classification technique to make a quantitative skills rubric more operational, with the groupings of multiple-choice questions to match the student learning levels in knowledge, calculation, quantitative reasoning, and analysis. The authors applied this classification technique to the mid-term exams of an introductory finance…

Promoting Student Inquiry Using "Zea Mays" (Corn) Cultivars for Hypothesis-Driven Experimentation in a Majors Introductory Biology Course

ERIC Educational Resources Information Center

Blair, Amy C.; Peters, Brenda J.; Bendixen, Conrad W.

2014-01-01

The AAAS Vision and Change report (2011) recommends incorporating student research experiences into the biology curriculum at the undergraduate level. This article describes, in detail, how "Zea mays" (corn) cultivars were used as a model for a hypothesis-driven short-term research project in an introductory biology course at a small…

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)

Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

ERIC Educational Resources Information Center

Waller, William H.; Slater, Timothy F.

2011-01-01

Over the past 15 years, professional astronomers, their societies, and associated funding agencies have collaborated to improve astronomy teaching and learning at the introductory undergraduate level. Many nonscience majors and preservice teachers enroll in these introductory astronomy courses, thus meriting the focused attention. In this review…

Enhancing the Teaching of Introductory Economics with a Team-Based, Multi-Section Competition

ERIC Educational Resources Information Center

Beaudin, Laura; Berdiev, Aziz N.; Kaminaga, Allison Shwachman; Mirmirani, Sam; Tebaldi, Edinaldo

2017-01-01

The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic…

Introductory Oceanography Taught as a Laboratory Science--An Experiment That Worked.

ERIC Educational Resources Information Center

Anderson, Franz E.

1979-01-01

Describes a college level introductory oceanography course that incorporates a hands-on laboratory component. The activities include the determination of density and buoyancy, light transmission in sea water, and wave refraction. (MA)

Upper-Level Undergraduate Chemistry Students' Goals for Their Laboratory Coursework

ERIC Educational Resources Information Center

DeKorver, Brittland K.; Towns, Marcy H.

2016-01-01

Efforts to reform undergraduate chemistry laboratory coursework typically focus on the curricula of introductory-level courses, while upper-level courses are bypassed. This study used video-stimulated recall to interview 17 junior- and senior- level chemistry majors after they carried out an experiment as part of a laboratory course. It is assumed…

Introductory Level Problems Illustrating Concepts in Pharmaceutical Engineering

ERIC Educational Resources Information Center

McIver, Keith; Whitaker, Kathryn; De Delva, Vladimir; Farrell, Stephanie; Savelski, Mariano J.; Slater, C. Stewart

2012-01-01

Textbook style problems including detailed solutions introducing pharmaceutical topics at the level of an introductory chemical engineering course have been created. The problems illustrate and teach subjects which students would learn if they were to pursue a career in pharmaceutical engineering, including the unique terminology of the field,…

A Planetary System Exploration Project for Introductory Astronomy and Astrobiology Courses

NASA Astrophysics Data System (ADS)

Rees, Richard F.

2015-01-01

I have created three-part projects for the introductory astronomy and astrobiology courses at Westfield State University which simulate the exploration of a fictional planetary system. The introductory astronomy project is an initial reconnaissance of the system by a robotic spacecraft, culminating in close flybys of two or three planets. The astrobiology project is a follow-up mission concluding with the landing of a roving lander on a planet or moon. Student responses in earlier parts of each project can be used to determine which planets are targeted for closer study in later parts. Highly realistic views of the planets from space and from their surfaces can be created using programs such as Celestia and Terragen; images and video returned by the spacecraft are thus a highlight of the project. Although designed around the particular needs and mechanics of the introductory astronomy and astrobiology courses for non-majors at WSU, these projects could be adapted for use in courses at many different levels.

Learning Efficacy and Cost-Effectiveness of Print versus e-Book Instructional Material in an Introductory Financial Accounting Course

ERIC Educational Resources Information Center

Annand, David

2008-01-01

This article describes the concurrent development of paper-based and e-book versions of a textbook and related instructional material used in an introductory-level financial accounting course. Break-even analysis is used to compare costs of the two media. A study conducted with 109 students is also used to evaluate the two media with respect to…

Faraday's Principle and Air Travel in the Introductory Labs

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq; Thakur, Saikat Chakraborty

2017-01-01

We all know that we must improve the quality of teaching in science at all levels. Not only physicists but also many students from other areas of study take the introductory physics courses in college. Physics introductory laboratories (labs) can be one of the best tools to help these students understand applications of scientific principles that…

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 to assess the effectiveness of prerequisite math courses. Moreover, these findings may lead the Lebanese Ministry of Education to make changes to the admissions exams, course prerequisites, and course content. Finally, to enhance the attitude of students, new learning techniques, such as group work during class meetings can be helpful, and future research should aim to test the effectiveness of these pedagogical techniques on students’ attitudes toward statistics.

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.

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

ERIC Educational Resources Information Center

Sedlak, Valerie F.

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

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)

An Assessment of the Level of Mathematics in Introductory Meteorology Textbooks.

NASA Astrophysics Data System (ADS)

Ulanski, Stan L.

1992-10-01

A review of introductory meteorology textbooks shows a wide difference in the level of mathematical treatment of atmospheric principles-from virtually none to fairly high. Particular deficiencies include lack of equations integrated into the text, problem-solving examples, and paucity of end-of-chapter questions requiring mathematical reasoning. These issues are raised in order to generate discussion among the meteorological community with regard to the degree of interaction between mathematics and meteorology in introductory courses.

The Application of VARK Learning Styles in Introductory Level Economics Units

ERIC Educational Resources Information Center

Wright, Sarah; Stokes, Anthony

2015-01-01

The issues of developing strategies and approaches to teaching introductory level economics courses at university have been long standing. With the development of economics learning standards in Australia, this is a time to consider teaching and learning approaches to engage students and develop skills in economics. This paper considers that to…

The mass-luminosity relation in an introductory astronomy lab

NASA Astrophysics Data System (ADS)

LoPresto, Michael C.

2016-11-01

Exposing students in general education science courses of lower mathematical levels to experiments that make use of quantitative skills such as collecting and analyzing data is very important because they provide examples of how science is actually done. Experiments with relatively simple procedures that are also interesting and engaging which serve this purpose can be hard to find. This can especially be true for introductory college astronomy courses; however, courses of this type often do still have a laboratory component because most students, regardless of major, are required to take at least one laboratory science course. When required to work with data in a quantitative fashion, the difficulty students with lower mathematical skills often have is that any actual physical meaning of an experiment can become completely lost in a procedure that, to them, seems to be purely an exercise in complex mathematics and for which they have resorted to simply following by rote, from which, perhaps needless to say, they are likely to learn little or nothing. I have seen this happen numerous times and it has inspired me to focus on attempting to develop meaningful laboratory experiences for students of lower mathematical level courses, such as introductory astronomy and conceptual physics, that involve both the gathering and analysis of numerical data. What follows is a simple experiment of this type on the mass-luminosity relation for stars on the main sequence of the Hertzsprung-Russell diagram that has proven useful for an introductory astronomy laboratory course.

A MOOC for Introductory Physics

NASA Astrophysics Data System (ADS)

Schatz, Michael

2014-03-01

We describe an effort to develop and to implement a college-level introductory physics (mechanics) MOOC that offers bona fide laboratory experiences. We also discuss efforts to use MOOC curricular materials to ``flip'' the classroom in a large lecture introductory physics course offered on-campus at Georgia Tech. Preliminary results of assessments and surveys from both MOOC and on-campus students will be presented.

Teaching Introductory Psychology in the Community College Classroom: Enhancing Student Understanding and Retention of Essential Information

ERIC Educational Resources Information Center

Debb, Scott M.; Debb, Sharon M.

2012-01-01

Enrolling in an introductory course in psychology is a staple of many community college students' core curriculum. For those students who plan to pursue social science and humanities-related majors in particular, introductory psychology helps provide a solid base upon which future coursework at all academic levels will be built. The goal of any…

Utilizing Local Stream Ecology to Produce a Long Term Data Set as AN Authentic Research Tool

NASA Astrophysics Data System (ADS)

Gillies, S. L.; Janmaat, A.; Marsh, S. J.; Kanda, S.; Yakemchuk, A.; Peucker-Ehrenbrink, B.; Voss, B.

2017-12-01

Several streams in the Abbotsford region of the Fraser Valley, B.C., Canada, have been used as long term study sites for our ecology and geography courses. In collaboration with Woods Hole Oceanographic Institution we have been collecting water quality data from the Fraser River as part of the Global Rivers Observatory since 2009. The small stream sites are used for monitoring stream and river chemistry, physical characteristics, riparian influences, and using leaf litter bags to study decomposition rates and the macro-invertebrate community. In the introductory ecology course and the upper level independent freshwater ecology course, students conduct increasingly sophisticated experiments, such as: comparative stream chemistry and biological studies in one to several streams. These courses ladder into each other, students gain skills in the field and lab in their introductory course, such as preparing leaf litter bags, measuring dissolved phosphate and nitrate, and identifying invertebrates. In the introductory ecology course students begin applying statistics to their data and are encouraged to formulate their own hypothesis, and this is expanded upon in the upper level stream ecology course. In the upper level course, two to six students work as a team to conduct the field and laboratory studies, each student develops his/her own hypothesis and prepares a research report and poster. Students can analyze data collected for as long as 10 years from six different streams and the Fraser River. By investigating data from several years students are now able to observe trends.

Preparing Teachers of Statistics: A Graduate Course for Future Teachers

ERIC Educational Resources Information Center

Garfield, Joan; Everson, Michelle

2009-01-01

This paper describes a unique graduate-level course that prepares teachers of introductory statistics at the college and high school levels. The course was developed as part of a graduate degree program in statistics education. Although originally taught in a face-to-face setting, the class has been converted to an online course to be accessible…

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…

Research and Teaching: Integrating Lecture and Laboratory in Health Sciences Courses Improves Student Satisfaction and Performance

ERIC Educational Resources Information Center

Finn, Kevin; FitzPatrick, Kathleen; Yan, Zi

2017-01-01

Students often struggle in introductory health sciences courses; some students have difficulty in upper level classes. To address this, we converted three lecture/lab courses, traditional first-year Anatomy and Physiology (A&P I), upper level Biomechanics, and upper level Microbiology to an integrated studio model. We used the Student…

A Survey of Introductory Statistics Courses at University Faculties of Pharmaceutical Sciences in Japan.

PubMed

Matsumura, Mina; Nakayama, Takuto; Sozu, Takashi

2016-01-01

A survey of introductory statistics courses at Japanese medical schools was published as a report in 2014. To obtain a complete understanding of the way in which statistics is taught at the university level in Japan, it is important to extend this survey to related fields, including pharmacy, dentistry, and nursing. The current study investigates the introductory statistics courses offered by faculties of pharmaceutical sciences (six-year programs) at Japanese universities, comparing the features of these courses with those studied in the survey of medical schools. We collected relevant data from the online syllabi of statistics courses published on the websites of 71 universities. The survey items included basic course information (for example, the course names, the targeted student grades, the number of credits, and course classification), textbooks, handouts, the doctoral subject and employment status of each lecturer, and course contents. The period surveyed was July-September 2015. We found that these 71 universities offered a total of 128 statistics courses. There were 67 course names, the most common of which was "biostatistics (iryou toukeigaku)." About half of the courses were designed for first- or second-year students. Students earned fewer than two credits. There were 62 different types of textbooks. The lecturers held doctoral degrees in 18 different subjects, the most common being a doctorate in pharmacy or science. Some course content differed, reflecting the lecturers' academic specialties. The content of introductory statistics courses taught in pharmaceutical science programs also differed slightly from the equivalent content taught in medical schools.

Comparing the Attitudes of Pre-Health Professional and Engineering Students in Introductory Physics Courses

NASA Astrophysics Data System (ADS)

McKinney, Meghan

2015-04-01

This talk will discuss using the Colorado Learning Attitudes about Science Survey (CLASS) to compare student attitudes towards the study of physics of two different groups. Northern Illinois University has two levels of introductory mechanics courses, one geared towards biology majors and pre-health professionals, and one for engineering and physics majors. The course for pre-health professionals is an algebra based course, while the course for engineering and physics majors is a calculus based course. We've adapted the CLASS into a twenty question survey that measures student attitudes towards the practice of and conceptions about physics. The survey is administered as a pre and post assessment to look at student attitudes before and after their first course in physics.

In Praise of the Catenary

NASA Astrophysics Data System (ADS)

Behroozi, F.

2018-04-01

When a chain hangs loosely from its end points, it takes the familiar form known as the catenary. Power lines, clothes lines, and chain links are familiar examples of the catenary in everyday life. Nevertheless, the subject is conspicuously absent from current introductory physics and calculus courses. Even in upper-level physics and math courses, the catenary equation is usually introduced as an example of hyperbolic functions or discussed as an application of the calculus of variations. We present a new derivation of the catenary equation that is suitable for introductory physics and mathematics courses.

Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

Choices in higher education: Majoring in and changing from the sciences

NASA Astrophysics Data System (ADS)

Minear, Nancy Ann

This dissertation addresses patterns of retention of undergraduate science, engineering and mathematics (SEM) students, with special attention paid to female and under represented minority students. As such, the study is focused on issues related to academic discipline and institutional retention, rather than the retention of students in the overall system of higher education. While previous retention studies have little to say about rates of retention that are specific to the sciences (or any other specific area of study) or employ models that rely on students' performance at the college level, this work address both points by identifying the post secondary academic performance characteristics of persisters and non-persisters in the sciences by gender, ethnicity and matriculating major as well as identifying introductory SEM course requirements that prevent students from persisting in sciencegender, ethnicity and matriculating major as well as identifying introductory SEM course requirements that prevent students from persisting in science majors. A secondary goal of investigating the usefulness of institutional records for retention research is addressed. Models produced for the entire population and selected subpopulations consistently classified higher-performing (both SEM and non-SEM grade point averages) students into Bachelor of Science categories using the number of Introductory Chemistry courses attempted at the university. For lower performing students, those with more introductory chemistry courses were classified as changing majors out of the sciences, and in general as completing a Bachelor of Arts degree. Performance in gatekeeper courses as a predictor of terminal academic status was limited to Introductory Physics for a small number of cases. Performance in Introductory Calculus and Introductory Chemistry were not consistently utilized as predictor variables. The models produced for various subpopulations (women, ethnic groups and matriculation major) utilized the same set of predictor variables with varying cutpoints for classification.

Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.

2012-01-01

Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not…

Introductory Physics Gender Gaps: Pre- and Post-Studio Transition

NASA Astrophysics Data System (ADS)

Kohl, Patrick B.; Kuo, H. Vincent

2009-11-01

Prior work has characterized the gender gaps present in college-level introductory physics courses. Such work has also shown that research-based interactive engagement techniques can reduce or eliminate these gender gaps. In this paper, we study the gender gaps (and lack thereof) in the introductory calculus-based electricity and magnetism course at the Colorado School of Mines. We present eight semesters' worth of data, totaling 2577 students, with four semesters preceding a transition to Studio physics, and four following. We examine gender gaps in course grades, DFW (D grade, fail, or withdrawal) rates, and normalized gains on the Conceptual Survey of Electricity and Magnetism (CSEM), and consider factors such as student ACT scores and grades in prior math classes. We find little or no gap in male/female course grades and DFW rates, but substantial gaps in CSEM gains that are reduced somewhat by the transition to Studio physics.

Basic Communication Course Annual. Volume 3.

ERIC Educational Resources Information Center

Hugenberg, Lawrence W., Ed.

This volume of an annual collection of essays relating to instruction in the basic communication course is presented in five sections: (1) Six Approaches to the Introductory Course: A Forum; (2) 1990 Basic Course Committee Award Winning Papers; (3) Instruction in the Introductory Communication Course; (4) Research on the Introductory Communication…

Process-Oriented Guided-Inquiry Learning in an Introductory Anatomy and Physiology Course with a Diverse Student Population

ERIC Educational Resources Information Center

Brown, Patrick J. P.

2010-01-01

Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and…

Review and Evaluation of the College Level Examination Program for Introductory Macroeconomics for Providing Credit by Exam.

ERIC Educational Resources Information Center

Reichheld, Charles A., III

At Cuyahoga Community College (CCC), the College-Level Examination Program (CLEP) for Introductory Macroeconomics Test was evaluated to determine if it was an effective tool for providing credit by examination for the college's Principles of Economics course. Though students at the present time (1991) can take the CLEP to obtain up to 45 credits…

Framework for understanding the patterns of student difficulties in quantum mechanics

NASA Astrophysics Data System (ADS)

Marshman, Emily; Singh, Chandralekha

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates both the effects of diversity in upper-level students' prior preparation, goals, and motivation in general (i.e., the facts that even in upper-level courses, students may be inadequately prepared, have unclear goals, and have insufficient motivation to excel) as well as the "paradigm shift" from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics are discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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…

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.…

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…

Integrating Computer Interfaced Videodisc Systems in Introductory College Biology.

ERIC Educational Resources Information Center

Ebert-Zawasky, Kathleen; Abegg, Gerald L.

This study was designed as a systematic investigation of the feasibility and effectiveness of student authored videodisc presentations in a non-major introductory level college biology course. Students (n=66) used a quick-learn authoring system, the Macintosh computer, and videodisc player with color monitor. Results included: (1) students managed…

Correlates of Success in Introductory Programming: A Study with Middle School Students

ERIC Educational Resources Information Center

Qian, Yizhou; Lehman, James D.

2016-01-01

The demand for computing professionals in the workplace has led to increased attention to computer science education, and introductory computer science courses have been introduced at different levels of education. This study investigated the relationship between gender, academic performance in non-programming subjects, and programming learning…

Cognitive Transfer Outcomes for a Simulation-Based Introductory Statistics Curriculum

ERIC Educational Resources Information Center

Backman, Matthew D.; Delmas, Robert C.; Garfield, Joan

2017-01-01

Cognitive transfer is the ability to apply learned skills and knowledge to new applications and contexts. This investigation evaluates cognitive transfer outcomes for a tertiary-level introductory statistics course using the CATALST curriculum, which exclusively used simulation-based methods to develop foundations of statistical inference. A…

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…

Research and Teaching: Reenvisioning the Introductory Science Course as a Cognitive Apprenticeship

ERIC Educational Resources Information Center

Thompson, Meredith M.; Pastorino, Lucia; Lee, Star; Lipton, Paul

2016-01-01

Introductory science courses play a critical role in the recruitment and retention of undergraduate science majors. In particular, first-year courses are opportunities to engage students in scientific practices and motivate them to consider scientific careers. We developed an introductory course using a semester-long series of established…

"We've Got to Keep Meeting Like This": A Pilot Study Comparing Academic Performance in Shifting-Membership Cooperative Groups versus Stable-Membership Cooperative Groups in an Introductory-Level Lab

ERIC Educational Resources Information Center

Walker, Alicia; Bush, Amy; Sanchagrin, Ken; Holland, Jonathon

2017-01-01

This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional…

Applied Educational Computing: Putting Skills to Practice.

ERIC Educational Resources Information Center

Thomerson, J. D.

The College of Education at Valdosta State University (Georgia) developed a followup course to their required entry-level educational computing course. The introductory course covers word processing, spreadsheet, database, presentation, Internet, electronic mail, and operating system software and basic computer concepts. Students expressed a need…

The Use of Contract Grading in the First College Speech Course

ERIC Educational Resources Information Center

Subeck, Ronald H.

1973-01-01

Describes an introductory, college level speech course based on contract grading. Includes the requirements for the various grades, student reactions to contract grading, the grade contract, and a twelve item bibliography. (DD)

A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

NASA Astrophysics Data System (ADS)

Faulconer, E. K.; Griffith, J.; Wood, B.; Acharyya, S.; Roberts, D.

2018-05-01

While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates, grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole.

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…

Research and Teaching: From Gatekeeper to Gateway: Improving Student Success in an Introductory Biology Course

ERIC Educational Resources Information Center

Scott, Amy N.; McNair, Delores E.; Lucas, Jonathan C.; Land, Kirkwood M.

2017-01-01

Introductory science, math, and engineering courses often have problems related to student engagement, achievement, and course completion. To begin examining these issues in greater depth, this pilot study compared student engagement, achievement, and course completion in a small and large section of an introductory biology class. Results based on…

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)

A Model Computer Literacy Course.

ERIC Educational Resources Information Center

Orndorff, Joseph

Designed to address the varied computer skill levels of college students, this proposed computer literacy course would be modular in format, with modules tailored to address various levels of expertise and permit individualized instruction. An introductory module would present both the history and future of computers and computing, followed by an…

Introductory Economic Geography: Problem-Solving or a Teaching Problem?

ERIC Educational Resources Information Center

Wheeler, James O.

Because economic geography is viewed as a field with too many different aspects for one person to master, teaching an introductory course in the subject poses the challenge of selecting an organizing theme. One specific approach, organized around higher level generalizations and theories, is the use of location theory. Coupling location theory…

Understanding Introductory Students' Application of Integrals in Physics from Multiple Perspectives

ERIC Educational Resources Information Center

Hu, Dehui

2013-01-01

Calculus is used across many physics topics from introductory to upper-division level college courses. The concepts of differentiation and integration are important tools for solving real world problems. Using calculus or any mathematical tool in physics is much more complex than the straightforward application of the equations and algorithms that…

An Active Learning Exercise for Product Design from an Operations Perspective

ERIC Educational Resources Information Center

Hill, Stephen; Baker, Elizabeth

2016-01-01

Product design is a topic that is regularly covered in introductory operations management courses. However, a pedagogical challenge exists related to the presentation of introductory-level product design in a way that promotes active learning. The hands-on exercise presented in this article provides instructors with an activity that gives students…

Using Action Verbs as Learning Outcomes: Applying Bloom's Taxonomy in Measuring Instructional Objectives in Introductory Psychology

ERIC Educational Resources Information Center

Nevid, Jeffrey S.; McClelland, Nate

2013-01-01

We used a set of action verbs based on Bloom's taxonomy to assess learning outcomes in two college-level introductory psychology courses. The action verbs represented an acronym, IDEA, comprising skills relating to identifying, defining or describing, evaluating or explaining, and applying psychological knowledge. Exam performance demonstrated…

Which Introductory Programming Approach Is Most Suitable for Students: Procedural or Visual Programming?

ERIC Educational Resources Information Center

Eid, Chaker; Millham, Richard

2012-01-01

In this paper, we discuss the visual programming approach to teaching introductory programming courses and then compare this approach with that of procedural programming. The involved cognitive levels of students, as beginning students are introduced to different types of programming concepts, are correlated to the learning processes of…

Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia; Johnson, Glenn

2017-01-01

Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument and an abbreviated form of the Statistics Anxiety Rating Scale (STARS). Data included a survey of expected grade, expected time commitment, and the…

Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

ERIC Educational Resources Information Center

Carlson, Kieth A.; Winquist, Jennifer R.

2011-01-01

The study evaluates a semester-long workbook curriculum approach to teaching a college level introductory statistics course. The workbook curriculum required students to read content before and during class and then work in groups to complete problems and answer conceptual questions pertaining to the material they read. Instructors spent class…

Long-Term Conceptual Retrieval by College Biology Majors Following Model-Based Instruction

ERIC Educational Resources Information Center

Dauer, Joseph T.; Long, Tammy M.

2015-01-01

One of the goals of college-level introductory biology is to establish a foundation of knowledge and skills that can be built upon throughout a biology curriculum. In a reformed introductory biology course, we used iterative model construction as a pedagogical tool to promote students' understanding about conceptual connections, particularly those…

Introductory Psychology: What's Lab Got to Do with It?

ERIC Educational Resources Information Center

Peterson, Jamie J.; Sesma, Arturo, Jr.

2017-01-01

The American Psychological Association Board of Educational Affairs Working Group (APA) recommends providing some research experience to undergraduate students in the introductory psychology course. This nationwide survey of introductory psychology instructors explored the frequency of integrated research opportunities in introductory courses,…

Introductory Courses and the Search

ERIC Educational Resources Information Center

Schaffer, Dennis R.; Purohit, Anal

1975-01-01

This study surveyed 363 undergraduate students to determine the extent that introductory courses affected their selection of majors, minors, and career goals. The results indicated a significant relationship between an instructor perceived by students as better than average in teaching an introductory course and the selection of a major. (Author)

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

PubMed Central

Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

2016-01-01

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

Are Introductory Courses a Proper Venue for Deep Thought about the Discipline?

ERIC Educational Resources Information Center

Hoag, John H.; Browne, M. Neil

2009-01-01

An introductory course is the discipline's handshake; it is the greeting that either seals the deal or in varying degrees convinces the learner that this discipline has little usefulness. Given the huge stakes in forming a strategy for the introductory course, how should we structure the course? The argument in this paper is that we should…

Does Living near Classmates Help Introductory Economics Students Get Better Grades?

ERIC Educational Resources Information Center

Parker, Jeffrey

2012-01-01

This article examines whether first-year students in introductory economics courses get better grades if they have other students in their on-campus residential unit who either are taking the same course or have taken the course in the past. The study uses nine years of data for the introductory economics course at Reed College. The author finds…

The Memorability of Introductory Psychology Revisited

ERIC Educational Resources Information Center

Landrum, R. Eric; Gurung, Regan A. R.

2013-01-01

Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

Grade Expectations: Redux

ERIC Educational Resources Information Center

Miley, William M.; Gonsalves, Sonia

2004-01-01

We surveyed undergraduate students taking upper level psychology courses about their course and grade expectations as an extension of the work of Gaultney and Cann (2001) with introductory psychology students. More students believed success in a course was measured by good grades rather than by mastery of new material. They wanted effort to play a…

Engineering Design EDUCATION: When, What, and HOW

ERIC Educational Resources Information Center

Khalaf, Kinda; Balawi, Shadi; Hitt, George Wesley; Radaideh, Ahmad

2013-01-01

This paper presents an innovative, interdisciplinary, design-and-build course created to improve placement, content, and pedagogy for introductory engineering design education. Infused at the freshman level, the course aims to promote expert design thinking by using problem-based learning (PBL) as the mode of delivery. The course is structured to…

Health Occupations: Clinical Rotations and Learning Packets.

ERIC Educational Resources Information Center

Perrine, Patricia

A one-year introductory course covering twelve different health occupations is presented in this curriculum guide designed for use at the secondary education level. Following a list of course objectives and suggested time allotments for each unit, the health occupations course outline is provided. Unit titles are the following: orientation and…

Advertising Design. Art Education: 6693.07.

ERIC Educational Resources Information Center

Raia, Frank A.

This introductory, secondary level course in advertising design provides a vocational orientation to art education. The concern of the course is the eventual use of commercial art--to persuade consumers to buy goods and services. Objectives of the course include competencies in the technical aspects of commercial art and an awareness of consumer…

How Do Students in an Innovative Principle-Based Mechanics Course Understand Energy Concepts?

ERIC Educational Resources Information Center

Ding, Lin; Chabay, Ruth; Sherwood, Bruce

2013-01-01

We investigated students' conceptual learning of energy topics in an innovative college-level introductory mechanics course, entitled Matter & Interactions (M&I) Modern Mechanics. This course differs from traditional curricula in that it emphasizes application of a small number of fundamental principles across various scales, involving…

Using Electronic Portfolios to Explore Essential Student Learning Outcomes in a Professional Development Course

ERIC Educational Resources Information Center

Alanson, Erik R.; Robles, Richard A.

2016-01-01

The following study utilizes an ePortfolio platform to examine desirable employment competencies during an introductory level professional development course for cooperative education students at a large, research intensive institution. The researchers created course activities allowing students to demonstrate essential learning outcomes derived…

College Student Intrinsic and/or Extrinsic Motivation and Learning.

ERIC Educational Resources Information Center

Lin, Yi-Guang; McKeachie, Wilbert J.

This paper investigates the joint effects of intrinsic and extrinsic goals on college students' learning in an introductory psychology course, a biology course, and several social science courses. The study questioned whether higher levels of motivation lead to better student performance. College students were surveyed using the Intrinsic Goal…

Student Self-Efficacy in Introductory Project-Based Learning Courses

NASA Astrophysics Data System (ADS)

Pleiss, Geoffrey; Zastavker, Yevgeniya V.

2012-02-01

This study investigates first-year engineering students' self-efficacy in two introductory Project-Based Learning (PjBL) courses -- Physics (Mechanics) Laboratory and Engineering Design -- taught at a small technical institution. Twelve students participated in semi-structured open-ended interviews about their experiences in both courses. Analysis was performed using grounded theory. Results indicate that students had lower self-efficacy in Physics Lab than in Engineering Design. In Physics Lab, students reported high levels of faculty-supported scaffolding related to final project deliverables, which in turn established perceptions of an outcome-based course emphasis. Conversely, in Engineering Design, students observed high levels of scaffolding related to the intermediate project deliverables, highlighting process-centered aspects of the course. Our analyses indicate that this difference in student perceptions of course emphases -- resulting from the differences in scaffolding -- is a primary factor for the discrepancy in self-efficacy between Physics Lab and Engineering Design. Future work will examine how other variables (e.g., academic background, perception of community, gender) affect students' self-efficacy and perception of scaffolding in these PjBL courses.

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…

Total Quality Management in the Classroom: Applications to University-Level Mathematics.

ERIC Educational Resources Information Center

Williams, Frank

1995-01-01

Describes a Total Quality Management-based system of instruction that is used in a variety of undergraduate mathematics courses. The courses that incorporate this approach include mathematics appreciation, introductory calculus, and advanced applied linear algebra. (DDR)

A Listener's Perspective: Using Communication Theory and Practice to Reframe Persuasion in the Communication Classroom

ERIC Educational Resources Information Center

Toon, Kellie L.; Wright, Courtney N.

2013-01-01

Social influence is presented throughout the communication curriculum, from the introductory public speaking course to upper-level courses devoted to communication theory and advanced study of persuasion. Within the progression of these courses, there is often a shift in emphasis from practice to theory. For example, the public speaking course is…

Organizing a Course in the Psychology of Aging.

ERIC Educational Resources Information Center

Gounard, Beverley Roberts

Suggestions for organizing a course in the psychology of aging are offered in this paper, based on such a course at the State University of New York College at Buffalo. Focus is on the lower-level undergraduate course that has Introductory Psychology as the sole prerequisite. Goals include: (1) to familiarize students with current research and…

Use of Standardized Test Scores to Predict Success in a Computer Applications Course

ERIC Educational Resources Information Center

Harris, Robert V.

2014-01-01

In this educational study, the research problem was that each semester a variable number of community college students are unable to complete an introductory computer applications course at a community college in the state of Mississippi with a successful course letter grade. Course failure, or non-success, at the collegiate level is a negative…

A Semester-Long Joint Simulation of the Development of a Health Communication Campaign

ERIC Educational Resources Information Center

Miller, Ann Neville; McCain, Joan

2012-01-01

Although a growing number of universities are mounting concentrations or degrees in health communication, the most common level of training offered in the subject is a single introductory course. Typically, prerequisites for these courses are an introduction to communication course and/or a communication theory course. This makes it challenging to…

A Comparison of Online and Traditional Chemistry Lecture and Lab

ERIC Educational Resources Information Center

Faulconer, E. K.; Griffith, J. C.; Wood, B. L.; Acharyya, S.; Roberts, D. L.

2018-01-01

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as…

Alternative Models for Large-Group Introductory Earth Science Courses: Dual-Structured Model

ERIC Educational Resources Information Center

Carpenter, John R.; And Others

1978-01-01

An introductory college course in which both the instructional staff and students have input into the content has been successfully implemented into a spectrum of instructor-centered to student-centered introductory earth science courses. Grading by point accumulation method reduced the grade threat and induced student responsibility for learning.…

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…

Introductory Astronomy Course at the University of Cape Town: Probing Student Perspectives

ERIC Educational Resources Information Center

Rajpaul, Vinesh; Allie, Saalih; Blyth, Sarah-Louise

2014-01-01

We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire…

An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

ERIC Educational Resources Information Center

Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

2013-01-01

Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

Content Trends in Sustainable Business Education: An Analysis of Introductory Courses in the USA

ERIC Educational Resources Information Center

Landrum, Nancy E.; Ohsowski, Brian

2017-01-01

Purpose: This study aims to identify the content in introductory business sustainability courses in the USA to determine the most frequently assigned reading material and its sustainability orientation. Design/methodology/approach: In total, 81 introductory sustainable business course syllabi reading lists were analyzed from 51 US colleges and…

The Effect of "Clickers" on Attendance in an Introductory Statistics Course: An Action Research Study

ERIC Educational Resources Information Center

Amstelveen, Raoul H.

2013-01-01

The purpose of this study was to design and implement a Classroom Response System, also known as a "clicker," to increase attendance in introductory statistics courses at an undergraduate university. Since 2010, non-attendance had been prevalent in introductory statistics courses. Moreover, non-attendance created undesirable classrooms…

Spanish Is Foreign: Heritage Speakers' Interpretations of the Introductory Spanish Language Curriculum

ERIC Educational Resources Information Center

DeFeo, Dayna Jean

2015-01-01

This article presents a case study of the perceptions of Spanish heritage speakers enrolled in introductory-level Spanish foreign language courses. Despite their own identities that were linked to the United States and Spanish of the Borderlands, the participants felt that the curriculum acknowledged the Spanish of Spain and foreign countries but…

Seinfeld and Economics: How to Achieve the Revised Bloom's Taxonomy in an Introductory Economics Class

ERIC Educational Resources Information Center

Deal, John; Hegde, S. Aaron

2013-01-01

This paper presents an innovative teaching technique, the utilization of a popular sitcom to teach an introductory economics course. Using clips from the television show "Seinfeld," instructors can present the oft-perceived difficult, yet basic, economic concepts in an amenable manner, which also enables the achieving of higher levels of…

Innovative Interactive Lecture Demonstrations Using Wireless Force Sensors and Accelerometers for Introductory Physics Courses

ERIC Educational Resources Information Center

Yoder, G.; Cook, J.

2010-01-01

Interactive lecture demonstrations (ILDs) are a powerful tool designed to help instructors bring state-of-the-art teaching pedagogies into the college-level introductory physics classroom. ILDs have been shown to improve students' conceptual understanding, and many examples have been created and published by Sokoloff and Thornton. We have used the…

Accounting 202, 302.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This teaching guide consists of guidelines for conducting two secondary-level introductory accounting courses. Intended for vocational business education students, the courses are designed to introduce financial principles and practices important to personal and business life, to promote development of clerical and bookkeeping skills sufficient…

Beta-Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading?

NASA Astrophysics Data System (ADS)

Cummings, Karen; Marx, Jeffrey D.

2010-10-01

We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers the topics of force and motion, conservation of momentum and conservation of energy at a level consistent with most calculus-based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta-test data collected at four schools during the 2009/2010 academic year. Data include both pre- and post-instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course-level assessment of this type.

An Analysis of Content and Instructional Strategies in Multicultural Counseling Courses

ERIC Educational Resources Information Center

Priester, Paul E.; Jones, Janice E.; Jackson-Bailey, Christina M.; Jana-Masri, Asma; Jordan, Edgar X.; Metz, A. J.

2008-01-01

The authors present a content analysis of syllabi from introductory multicultural counseling training (MCT) courses. Results suggest that these courses focus on knowledge of other cultural groups, emphasize the cultural identity exploration of the student at a lower level of training, and almost completely ignore the development of skills. The…

Actionable Data Projects: Social Science and Service-Learning in General Education Courses

ERIC Educational Resources Information Center

Maloyed, Christie L.

2016-01-01

The use of service-learning pedagogies in general education courses is often limited to increasing volunteerism or civic literacy with problem-based or research-based projects reserved for upper level courses. This article examines the implementation of an "actionable data" service-learning project in an introductory, general studies…

College Research Methodology Courses: Revisiting General Instructional Goals and Objectives

ERIC Educational Resources Information Center

Lei, Simon A.

2010-01-01

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

Aerospace Education Course Syllabus.

ERIC Educational Resources Information Center

Civil Air Patrol, Maxwell AFB, AL.

This syllabus has been designed to provide the classroom teacher with a capsulized view and understanding of a one-year course at the high school level. This course is designed to be an integral part of the existing general educational program of the school and is general and introductory in nature, rather than inclusive. This syllabus is to be…

The change in students' understanding of the mole concept in introductory college chemistry

NASA Astrophysics Data System (ADS)

Smith, Shane Harvie

This study investigated the difference between the students' understanding of the mole concept in chemistry at the beginning and at the end of the first semester of introductory chemistry courses. The study also identified the relationship between the criterion variable understanding of the mole concept in chemistry and the independent variables of cognitive level, type of introductory college chemistry class, and the number of lectures spent teaching the mole concept. In addition, this study examined (a) the students' misconceptions and (b) the aspects of the traditional teaching methods used in the introductory college chemistry courses that helped the students' understanding of the mole concept. This study was conducted using 180 volunteer students in their first semester of an introductory college chemistry course. These students were given a pretest instrument called the Mole Concepts Examination (MCE) to measure their understanding of the mole concept, the Group Assessment of Logical Thinking (GALT) to measure the students' cognitive level of logical thinking, and a posttest of the MCE to measure the students' understanding of the mole concept at the end of the semester. In addition, an interview was given to a selected group of 18 students to find out if the students remember the teaching techniques used to help them understand the mole concept and to determine some of the misconceptions that the students retained at the end of the semester. Results indicated a statistically significant relationship between students' understanding of the mole concept and their cognitive level. There was no significant relationship between students' understanding of the mole concept and the type of class, or the number of lectures spent teaching the mole concept. Qualitative results indicated that students were able to explain their answers to the posttest questions; students were able to identify some instructional techniques that helped them to understand the mole concept, and students of all cognitive levels retained misconceptions about the mole concept at the end of the semester.

First-Day Strategies for Millennial Students in Introductory Accounting Courses: It's All Fun and Games until Something Gets Learned

ERIC Educational Resources Information Center

Mastilak, Christian

2012-01-01

Millennial students often possess characteristics at odds with typical lecture-based approaches to introductory accounting courses. The author introduces an approach for reaching millennial students early in introductory accounting courses in ways that fit millennials' characteristics. This article describes the use of the board game Monopoly[R]…

Using a "Primer Unit" in an Introductory Biology Course: "A Soft Landing"

ERIC Educational Resources Information Center

Marbach-Ad, Gili; Ribke, Melina; Gershoni, Jonathan M.

2006-01-01

This study aimed to facilitate students' entrance to an introductory cell biology course for biology majors. The most prominent difficulty in this introductory course, is students' poor background-knowledge, such as a lack of understanding of very basic concepts and terms, and the huge differences in students' background knowledge. In order to…

Incentive Matters!--The Benefit of Reminding Students about Their Academic Standing in Introductory Economics Courses

ERIC Educational Resources Information Center

Chen, Qihui; Okediji, Tade O.

2014-01-01

In this article, the authors illustrate how incentives can improve student performance in introductory economics courses. They implemented a policy experiment in a large introductory economics class in which they reminded students who scored below an announced cutoff score on the midterm exam about the risk of failing the course. The authors…

Blended Learning Versus Traditional Lecture in Introductory Nursing Pathophysiology Courses.

PubMed

Blissitt, Andrea Marie

2016-04-01

Currently, many undergraduate nursing courses use blended-learning course formats with success; however, little evidence exists that supports the use of blended formats in introductory pathophysiology courses. The purpose of this study was to compare the scores on pre- and posttests and course satisfaction between traditional and blended course formats in an introductory nursing pathophysiology course. This study used a quantitative, quasi-experimental, nonrandomized control group, pretest-posttest design. Analysis of covariance compared pre- and posttest scores, and a t test for independent samples compared students' reported course satisfaction of the traditional and blended course formats. Results indicated that the differences in posttest scores were not statistically significant between groups. Students in the traditional group reported statistically significantly higher satisfaction ratings than students in the blended group. The results of this study support the need for further research of using blended learning in introductory pathophysiology courses in undergraduate baccalaureate nursing programs. Further investigation into how satisfaction is affected by course formats is needed. Copyright 2016, SLACK Incorporated.

Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

PubMed Central

Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

PubMed

Luckie, Douglas B; Rivkin, Aaron M; Aubry, Jacob R; Marengo, Benjamin J; Creech, Leah R; Sweeder, Ryan D

2013-01-01

We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

Mycology Guidebook.

ERIC Educational Resources Information Center

Stevens, Russell B., Ed.

This guidebook provides information related to developing laboratories for an introductory college-level course in mycology. This information will enable mycology instructors to include information on less-familiar organisms, to diversify their courses by introducing aspects of fungi other than the more strictly taxonomic and morphologic, and to…

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…

Developing Scientific Literacy in Introductory Laboratory Courses: A Model for Course Design and Assessment

ERIC Educational Resources Information Center

Surpless, Benjamin; Bushey, Michelle; Halx, Mark

2014-01-01

Although science educators at all levels have focused on teaching students scientific literacy for nearly five decades, studies indicate that the average student remains far from scientifically literate. To address this issue at the local level, faculty at Trinity University, in San Antonio, Texas, significantly revised the curriculum of an…

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…

Calculus Expectations: Comparisons by High School and College Faculty of What Constitutes Adequate Preparation

ERIC Educational Resources Information Center

Stroumbakis, Konstantinos

2010-01-01

Completion of higher level high school mathematics courses need not translate to success in introductory college level mathematics courses, which, in turn, may contribute to attrition from STEM programs. High school and college faculty rated online survey items, corresponding to content and pedagogy, with respect to importance for success in…

Students' Pre-Knowledge as a Guideline in the Teaching of Introductory Thermal Physics at University

ERIC Educational Resources Information Center

Leinonen, Risto; Rasanen, Esa; Asikainen, Mervi; Hirvonen, Pekka E.

2009-01-01

This study concentrates on analysing university students' pre-knowledge of thermal physics. The students' understanding of the basic concepts and of the adiabatic compression of an ideal gas was studied at the start of an introductory level course. A total of 48 students participated in a paper-and-pencil test, and analysis of the responses…

Development and Implementation of a Simple, Engaging Acid Rain Neutralization Experiment and Corresponding Animated Instructional Video for Introductory Chemistry Students

ERIC Educational Resources Information Center

Rand, Danielle; Yennie, Craig J.; Lynch, Patrick; Lowry, Gregory; Budarz, James; Zhu, Wenlei; Wang, Li-Qiong

2016-01-01

Here we describe an acid rain neutralization laboratory experiment and its corresponding instructional video. This experiment has been developed and implemented for use in the teaching laboratory of a large introductory chemistry course at Brown University. It provides a contextually relevant example to introduce beginner-level students with…

Development and Calibration of a Concept Inventory to Measure Introductory College Astronomy and Physics Students' Understanding of Newtonian Gravity

ERIC Educational Resources Information Center

Williamson, Kathryn Elizabeth

2013-01-01

The topic of Newtonian gravity offers a unique vantage point from which to investigate and encourage conceptual change because it is something with which everyone has daily experience, and because it is taught in two courses that reach a wide variety of students--introductory-level college astronomy ("Astro 101") and physics ("Phys…

Committee for the Introductory Course in History (CINCH), 1988-1991: An Overview of Its Investigations and Findings.

ERIC Educational Resources Information Center

Center for Faculty Development, Princeton, NJ.

Between 1988 and 1991, the Center for Faculty Development undertook a project to evaluate the teaching of the Introductory Course in History at American community colleges. Based upon a survey of over 100 introductory history teachers and conference discussions, it was determined that two sets of course guidelines for faculty were required, one…

Teaching Anthropology at the College Level

ERIC Educational Resources Information Center

Moore, Dward A., Jr.; And Others

1976-01-01

Presents two articles: "Modular Flexibility in an Individualized Introductory Cultural Anthropology Course," by Daniel D. Whitney and Patrick J. Dubbs, and, "Physical Anthropology as a Laboratory Science Course in a Community College," by Yechiel M. Lehavy. The former describes an individualized approach to anthropology, whereas the latter…

Effects of reinforcement on test-enhanced learning in a large, diverse introductory college psychology course.

PubMed

Trumbo, Michael C; Leiting, Kari A; McDaniel, Mark A; Hodge, Gordon K

2016-06-01

A robust finding within laboratory research is that structuring information as a test confers benefit on long-term retention-referred to as the testing effect. Although well characterized in laboratory environments, the testing effect has been explored infrequently within ecologically valid contexts. We conducted a series of 3 experiments within a very large introductory college-level course. Experiment 1 examined the impact of required versus optional frequent low-stakes testing (quizzes) on student grades, revealing students were much more likely to take advantage of quizzing if it was a required course component. Experiment 2 implemented a method of evaluating pedagogical intervention within a single course (thereby controlling for instructor bias and student self-selection), which revealed a testing effect. Experiment 3 ruled out additional exposure to information as an explanation for the findings of Experiment 2 and suggested that students at the college level, enrolled in very large sections, accept frequent quizzing well. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Reflection on Training, Experience, and Introductory Statistics: A Mini-Survey of Tertiary Level Statistics Instructors

ERIC Educational Resources Information Center

Hassad, Rossi A.

2006-01-01

Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the specific course(s) that contributed mostly to instructors' understanding of statistics. Courses reported…

Charting an Alternate Pathway to Reaction Orders and Rate Laws in Introductory Chemistry Courses

ERIC Educational Resources Information Center

Rushton, Gregory T.; Criswell, Brett A.; McAllister, Nicole D.; Polizzi, Samuel J.; Moore, Lamesha A.; Pierre, Michelle S.

2014-01-01

Reaction kinetics is an axiomatic topic in chemistry that is often addressed as early as the high school course and serves as the foundation for more sophisticated conversations in college-level organic, physical, and biological chemistry courses. Despite the fundamental nature of reaction kinetics, students can struggle with transforming their…

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

ERIC Educational Resources Information Center

Tailab, Mohamed M.

2013-01-01

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

Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

2014-01-01

We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

Measuring Student Effort and Engagement in an Introductory Physics Course

NASA Astrophysics Data System (ADS)

Bonham, Scott

2007-11-01

Multiple scales reflecting student effort were developed using factor and scale analysis on data from an introductory physics course. This data included interactions with an on-line homework system. One of the scales displays many characteristics of a metric of the individual level of engagement in the course. This scale is shown to be a good predictor of performance on class exams and the Force Concept Inventory (FCI). Furthermore, normalized learning gains on the FCI are well predicted by this scale while pre-instructional FCI scores provide no additional predictive ability, agreeing with observations by Richard Hake. This scale also correlates strongly with epistemological beliefs that learning is related to effort and is the responsibility of the student. The factors that enter into this scale, writing and mastering expert-like problem-solving, are consistent with this being a measure of individual levels of class engagement.

Exams disadvantage women in introductory biology

PubMed Central

Cotner, Sehoya

2017-01-01

The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all. PMID:29049334

The Introductory History Course: Six Models. Proceedings of the AHA Anapolis Conference on the Introductory History Course (Annapolis, Maryland, September 28-30, 1980).

ERIC Educational Resources Information Center

Reilly, Kevin, Ed.

This book contains portions of six model higher education introductory history courses designed and presented by experienced classroom instructors to the 1980 conference of the American Historical Association (AHA). After the presentations, the models were reviewed and critiqued. The models presented were: (1) "Toward Two-Sex History: A Model…

Measuring the Impact of App Inventor for Android and Studio-Based Learning in an Introductory Computer Science Course for Non-Majors

ERIC Educational Resources Information Center

Ahmad, Khuloud Nasser

2012-01-01

A reexamination of the traditional instruction of introductory computer science (CS) courses is becoming a necessity. Introductory CS courses tend to have high attrition rates and low success rates. In many universities, the CS department suffered from low enrollment for several years compared to other majors. Multiple studies have linked these…

Redesigning a Large-Enrollment Introductory Biology Course

PubMed Central

Ueckert, Catherine; Adams, Alison; Lock, Judith

2011-01-01

Using an action research model, biology faculty examined, implemented, and evaluated learner-centered instructional strategies to reach the goal of increasing the level of student achievement in the introductory biology course BIO 181: Unity of Life I, which was characterized by both high enrollments and a high DFW rate. Outcomes included the creation and implementation of an assessment tool for biology content knowledge and attitudes, development and implementation of a common syllabus, modification of the course to include learner-centered instructional strategies, and the collection and analysis of data to evaluate the success of the modifications. The redesigned course resulted in greater student success, as measured by grades (reduced %DFW and increased %AB) as well as by achievement in the course assessment tool. In addition, the redesigned course led to increased student satisfaction and greater consistency among different sections. These findings have important implications for both students and institutions, as the significantly lower DFW rate means that fewer students have to retake the course. PMID:21633065

A Pretest for Introductory Crops Students.

ERIC Educational Resources Information Center

Elkins, Donald M.

1987-01-01

Discusses the advantages of using a pretest in introductory agronomy courses. Provides a pretest that has been developed for use in an introductory crops course taught at Southern Illinois University. Includes 25 definitions, 17 true-false and multiple choice questions, and 6 short answer questions. (TW)

Redesigning a Large Introductory Course to Incorporate the GAISE Guidelines

ERIC Educational Resources Information Center

Woodard, Roger; McGowan, Herle

2012-01-01

In 2005, the "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) college report described several recommendations for teaching introductory statistics. This paper discusses how a large multi-section introductory course was redesigned in order to implement these recommendations. The experience described discusses…

Three Important Taylor Series for Introductory Physics

DTIC Science & Technology

2009-09-01

series by the sum of its first few terms is useful throughout an introductory physics course . Example applications [1, 2] include estimating square...Lat. Am. J. Phys. Educ. Vol. 3, No. 3, Sept. 2009 535 http://www.journal.lapen.org.mx Three Important Taylor Series for Introductory Physics...one dimension, which instructively ties the mathematical development to physics concepts already presented in introductory courses . Keywords

Nutrition for Nurses: Nursing 245.

ERIC Educational Resources Information Center

Palermo, Karen R.

A description is presented of "Nutrition for Nurses," a prerequisite course for students anticipating entrance into the junior level of a state university registered nursing program. Introductory material highlights the course focus (i.e., the basics of good nutrition; nutrition through the life cycle; nursing process in nutritional care; and…

Conceptual Gaps in Circuits Textbooks: A Comparative Study

ERIC Educational Resources Information Center

Sangam, Deepika; Jesiek, Brent K.

2015-01-01

Many university-level electrical engineering courses continue to use textbooks as curriculum scaffolds, prescribed texts, and/or reference volumes. Textbook reliance is even more pronounced in courses that teach foundational principles of the discipline, such as introductory circuit theory. This paper reports on the conceptual coverage of…

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 Effectiveness of Distance Education across Virginia's Community Colleges: Evidence from Introductory College-Level Math and English Courses

ERIC Educational Resources Information Center

Xu, Di; Jaggars, Shanna Smith

2011-01-01

Although online learning is rapidly expanding in the community college setting, there is little evidence regarding its effectiveness among community college students. In the current study, the authors used a statewide administrative data set to estimate the effects of taking one's first college-level math or English course online rather than face…

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…

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

ERIC Educational Resources Information Center

Valenti, Elizabeth C.

2013-01-01

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

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…

Participation in introductory biology laboratories: An integrated assessment based on surveys, behavioral observations, and qualitative interviews

NASA Astrophysics Data System (ADS)

Russell, Connie Adelle

Scope and method of study. The purpose of this study was to evaluate the effect of gender, major, and prior knowledge of and attitude toward biology on participation in introductory biology laboratories. Subjects for this study were 3,527 students enrolled in college-level introductory biology courses. During the study, three introductory courses were replaced with one mixed-majors course. The new course adopted a different pedagological approach from the previous courses in that an inquiry-based approach was used in lectures and laboratories. All subjects completed a survey that measured content knowledge using the NABT/NSTA High School Biology Examination Version 1990 and attitude using Russell and Hollander's Biology Attitude Scale. I used and discuss the merits of using ethological methods and data collection software, EthoScribeTM (Tima Scientific) to collect behavioral data from 145 students. I also evaluated participation using qualitative interviews of 30 students. I analyzed content knowledge and attitude data using ANOVA and Pearson correlation, and behavioral data using Contingency Table Analysis. I analyzed interviews following methods outlined by Rubin and Rubin. Findings. Course style and gender were the most useful variables in distinguishing differences among groups of students with regard to attitude, content knowledge, and participation in laboratories. Attitude toward biology and achievement measured by the surveys were found to be positively correlated; however, gender, major, class standing, course style and interactions between these variables also had effects on these variables. I found a positive association among attitude, achievement and participation in hands-on activities in laboratories. Differences in participation also were associated group type. In a traditional introductory biology course, females in single-gender groups, gender-equal, or groups in which females were the majority spent more time performing hands-on science-related activities than did females in groups in which they were the minority. Conversely, males in mixed-gender groups spent more time performing hands-on activities than did males in single-gender groups. Both sexes participated equally in laboratories taught in an inquiry-based style.

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

ERIC Educational Resources Information Center

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

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.

Introductory labs; what they don't, should, and can teach (and why)

NASA Astrophysics Data System (ADS)

Wieman, Carl

2016-03-01

Introductory physics labs are widely used and expensive. They have a wide variety of potential learning goals, but these are seldom specified and less often measured if they are achieved. We cover three different research projects on introductory labs: 1) We have done cognitive task analyses of both experimental research in physics and instructional labs. The striking differences explain much of the unhappiness expressed by students with labs: 2) We have measured the effectiveness of two introductory physics lab courses specifically intended to teach the physics content covered in standard introductory courses on mechanics and E & M. As measured by course exams, the benefit is 0 +/-2% for both. 3) We show how it is possible to use lab courses to teach students to correctly evaluate physical models with uncertain data. Such quantitative critical thinking is an important skill that is not learned in typical lab courses, but is well learned by our modified lab instruction.

Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention

PubMed Central

Batz, Zachary; Olsen, Brian J.; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K.

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. PMID:25976652

An Examination of the Introductory MIS Course

ERIC Educational Resources Information Center

Wang, Shouhong

2007-01-01

The introductory management information systems (MIS) course is a core course for all business majors at almost every business school. It is common for this course to have multiple sections taught by a mixed group of instructors each semester. Hence, consistent pedagogy and assessment are needed for multiple sections of this course. This paper…

Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course-based undergraduate research experience in molecular and cell biology.

PubMed

Hekmat-Scafe, Daria S; Brownell, Sara E; Seawell, Patricia Chandler; Malladi, Shyamala; Imam, Jamie F Conklin; Singla, Veena; Bradon, Nicole; Cyert, Martha S; Stearns, Tim

2017-03-04

The opportunity to engage in scientific research is an important, but often neglected, component of undergraduate training in biology. We describe the curriculum for an innovative, course-based undergraduate research experience (CURE) appropriate for a large, introductory cell and molecular biology laboratory class that leverages students' high level of interest in cancer. The course is highly collaborative and emphasizes the analysis and interpretation of original scientific data. During the course, students work in teams to characterize a collection of mutations in the human p53 tumor suppressor gene via expression and analysis in yeast. Initially, student pairs use both qualitative and quantitative assays to assess the ability of their p53 mutant to activate expression of reporter genes, and they localize their mutation within the p53 structure. Through facilitated discussion, students suggest possible molecular explanations for the transactivation defects displayed by their p53 mutants and propose experiments to test these hypotheses that they execute during the second part of the course. They use a western blot to determine whether mutant p53 levels are reduced, a DNA-binding assay to test whether recognition of any of three p53 target sequences is compromised, and fluorescence microscopy to assay nuclear localization. Students studying the same p53 mutant periodically convene to discuss and interpret their combined data. The course culminates in a poster session during which students present their findings to peers, instructors, and the greater biosciences community. Based on our experience, we provide recommendations for the development of similar large introductory lab courses. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):161-178, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Do Business Communication Courses Improve Student Performance in Introductory Marketing?

ERIC Educational Resources Information Center

Marcal, Leah E.; Hennessey, Judith E.; Curren, Mary T.; Roberts, William W.

2005-01-01

In this study, the authors investigated whether completion of a business communications course improved student performance in an introductory marketing management course. Regression analysis indicated that students who completed the communications course received higher grades than the otherwise comparable students. In addition, marketing majors…

In-Depth Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty

ERIC Educational Resources Information Center

Raker, Jeffrey R.; Reisner, Barbara A.; Smith, Sheila R.; Stewart, Joanne L.; Crane, Johanna L.; Pesterfield, Les; Sobel, Sabrina G.

2015-01-01

A national survey of inorganic chemists explored the self-reported topics covered in in-depth inorganic chemistry courses at the postsecondary level; an in-depth course is defined by the American Chemical Society's Committee on Professional Training as a course that integrates and covers topics that were introduced in introductory and foundation…

Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics

ERIC Educational Resources Information Center

Stock, Wendy A.; Ward, Kevin; Folsom, Justin; Borrenpohl, Teresa; Mumford, Sophie; Pershin, Zach; Carriere, Danielle; Smart, Heather

2013-01-01

The authors examine the impacts of enrollment in a voluntary one-credit recitation class for ECON 101 students, focusing on course grades, course retention, and outcomes in later economics courses. The recitation classes were taught by undergraduate peer leaders with experience in upper-level microeconomics. Instead of being paid, the peer leaders…

Implementing CEFR Principles in Introductory Norwegian Language Courses for International Students: Opportunities and Challenges

ERIC Educational Resources Information Center

Wapinska, Ewa

2016-01-01

This article describes some of the opportunities and challenges presented by beginners' courses in Norwegian for international students offered by the Department of Linguistics and Scandinavian Studies at the University of Oslo. Teaching approaches and course content are examined in relation to CEFR levels A1, A2 and B1 and the CEFR's main…

Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance

ERIC Educational Resources Information Center

Cavanaugh, Cathy; Hargis, Jace; Mayberry, John

2016-01-01

This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average…

Implementing and Assessing Computational Modeling in Introductory Mechanics

ERIC Educational Resources Information Center

Caballero, Marcos D.; Kohlmyer, Matthew A.; Schatz, Michael F.

2012-01-01

Students taking introductory physics are rarely exposed to computational modeling. In a one-semester large lecture introductory calculus-based mechanics course at Georgia Tech, students learned to solve physics problems using the VPython programming environment. During the term, 1357 students in this course solved a suite of 14 computational…

Coverage of the Stanford Prison Experiment in Introductory Psychology Courses

ERIC Educational Resources Information Center

Bartels, Jared M.; Milovich, Marilyn M.; Moussier, Sabrina

2016-01-01

The present study examined the coverage of Stanford prison experiment (SPE), including criticisms of the study, in introductory psychology courses through an online survey of introductory psychology instructors (N = 117). Results largely paralleled those of the recently published textbook analyses with ethical issues garnering the most coverage,…

Recent Evolution of the Introductory Curriculum in Computing.

ERIC Educational Resources Information Center

Tucker, Allen B.; Garnick, David K.

1991-01-01

Traces the evolution of introductory computing courses for undergraduates based on the Association for Computing Machinery (ACM) guidelines published in "Curriculum 78." Changes in the curricula are described, including the role of discrete mathematics and theory; and the need for a broader model for designing introductory courses is…

Developing Student Presentation Skills in an Introductory-Level Chemistry Course with Audio Technology

ERIC Educational Resources Information Center

Fredricks, Susan M.; Tierney, John; Bodek, Matthew; Fredericks, Margaret

2016-01-01

The objective of this article is to explain and provide rubrics for science and communication faculty as a means to help nonscience students, in basic science classes, understand that proper communication and presentation skills are a necessity in all courses and future walks of life.

Classroom Participation Strategy in Principles of Finance Courses

ERIC Educational Resources Information Center

Fewings, David R.; Wonder, Nicholas X.

2009-01-01

The challenge of introductory finance courses often surprises junior level university students. This paper describes a strategy that effectively motivates students to prepare solutions to problems for each class and to be prepared to check work presented by classmates. Empirically, the participation grade was found to be positively and…

Does Introductory Economic Course Venue Affect Economic Understanding?

ERIC Educational Resources Information Center

Baehler, Karen

2013-01-01

This study examines the level of a student's performance based on incoming knowledge in an intermediate macroeconomic and microeconomic course at a major mid-western university. Analysis of student understanding of specific economic concepts was accessed through the Test of Understanding College Economics, 4th Edition (TUCE) (Walstad,Watts &…

Model for Characterizing and Creating Certificate Programs in Technology-Specific Areas,

DTIC Science & Technology

1996-05-01

the TOEFL for applicants whose first language is not English. • GRE general and subject test. • Demonstrated competency in <prerequisites for...least 2.75 • English competency as demonstrated by TOEFL • Competence in data structures • Introductory level course in software engineering Course

Incorporating High School Outreach into ChE Courses.

ERIC Educational Resources Information Center

Ross, Julia M.; Bayles, Taryn M.

2003-01-01

Describes an undergraduate-level introductory course in biomedical engineering introduced at the University of Maryland, Baltimore County which allows students to delve deeply into an area of interest not covered in the lecture material and provide a forum for students to hone their presentation and group interaction skills through outreach…

The Quest for Powerful Learning Environments in Higher Education

ERIC Educational Resources Information Center

Slabbert, J. A.; Gouws, D. G.

2006-01-01

An introductory course in on tertiary level inadvertently sets the scene for the demands of the corresponding profession. Unfortunately, it seems as though these courses do not prepare learners adequately to acquire the demanding professional competences required for professional success. This problem has been a subject of contention especially in…

Lecture and Laboratory Approaches to the Teaching of Ecology

ERIC Educational Resources Information Center

Cox, George W.

1970-01-01

Discusses the relationships of individual, population and ecosystem level approaches to ecology. Outlines how these approaches can be used in introductory college ecology courses. Emphasizes the importance of laboratory and field work and makes explicit suggestions. Outlines course sequences in the undergraduate systems ecology program at San…

Teaching Introductory Upper-Level Religion and Theology Classes

ERIC Educational Resources Information Center

Clingerman, Forrest; O'Brien, Kevin J.

2015-01-01

The undergraduate study of religion is predominantly undertaken by non-majors who are meeting a general education requirement. This means that, while curricular discussions make important distinctions between the work of lower- and upper-division courses, many religion and theology faculty are teaching hybrid courses that we call…

Home Economics Curriculum Guide, 7-12.

ERIC Educational Resources Information Center

Paterson, Barbara; And Others

GRADES OR AGES: Grades 7-12. SUBJECT MATTER: Home economics. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes a description of the philosophy of the program, program design, levels of instruction, and program of course offerings. There are two main sections: 1) general courses, including foods and nutrition, clothing,…

We Are Not Numbers: The Use of Identification Codes in Online Learning

ERIC Educational Resources Information Center

Francis-Poscente, Krista; Moisey, Susan Darlene

2012-01-01

This paper discusses students' experiences with the use of identification codes in a graduate course delivered asynchronously via the Internet. While teaching an introductory masters level graduate course in distance learning, the authors discovered that the learning management system, Moodle, was programmed to display identification codes rather…

How High School Coursework Predicts Introductory College-Level Course Success

ERIC Educational Resources Information Center

Woods, Chenoa S.; Park, Toby; Hu, Shouping; Betrand Jones, Tamara

2018-01-01

Objective: In recent years, developmental education (DE) reform has led to a restructuring of the placement process, redesigning of course instructional modalities, or implementing student support services to supplement developmental coursework. In Florida, recent legislative changes allowed students to opt out of placement testing and enroll…

Statistics without Tears: Complex Statistics with Simple Arithmetic

ERIC Educational Resources Information Center

Smith, Brian

2011-01-01

One of the often overlooked aspects of modern statistics is the analysis of time series data. Modern introductory statistics courses tend to rush to probabilistic applications involving risk and confidence. Rarely does the first level course linger on such useful and fascinating topics as time series decomposition, with its practical applications…

Does Video-Autotutorial Instruction Improve College Student Achievement?

ERIC Educational Resources Information Center

Fisher, K. M.; And Others

1977-01-01

Compares student achievement in an upper-division college introductory course taught by the video-autotutorial method with that in two comparable courses taught by the lecture-discussion method. Pre-post tests of 623 students reveal that video-autotutorial students outperform lecture/discussion participants at all ability levels and that in…

Retention of Information Taught in Introductory Psychology Courses across Different Accelerated Course Formats

ERIC Educational Resources Information Center

Deichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph

2016-01-01

The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

NASA Astrophysics Data System (ADS)

Amaral, Katie E.; Vala, Martin

2009-05-01

A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the mainstream general chemistry sequence and is part lecture and part small-group problem-solving. Faculty instructors are responsible for the lecture while peer mentors handle the group problem-solving portion. Peer mentors, recruited from previous introductory chemistry course, are chosen for their knowledge of the material and their helpfulness in group activities. While a number of studies on peer mentoring have reported the benefits to the mentored students, the present study looks at the benefits to the mentors. Grade enhancement in the main-stream general chemistry sequence, withdrawal rates, and number of additional chemistry courses taken by the mentors have been compared to under-prepared students who took the introductory chemistry course but did not serve as mentors and well-prepared students who did not need the introductory chemistry course. Our results show that mentors earned higher grades, withdrew from chemistry courses at a lower rate, and took more courses in chemistry than their counterparts. The enhanced achievement and retention of the mentors in chemistry suggests that programs that encourage under-prepared students to mentor are worthwhile endeavors.

The Write Stuff: Teaching the Introductory Public Relations Writing Course.

ERIC Educational Resources Information Center

King, Cynthia M.

2001-01-01

Outlines an introductory public relations writing course. Presents course topics and objectives, and assignments designed to meet them. Provides a sample grading rubric and evaluates major public relations writing textbooks. Discusses learning and assessment strategies. (SR)

Introductory Graduate Research Courses: An Examination of the Knowledge Base.

ERIC Educational Resources Information Center

Mundfrom, Daniel J.; Shaw, Dale G.; Thomas, Ann; Young, Suzanne; Moore, Alan D.

This study addresses the question, "What should graduate students know about research and statistics after completing an initial course?" Individuals who teach such courses at various Carnegie classifications of institutions were surveyed about the specific characteristics of an introductory graduate research course at their own institutions to…

Computational Inquiry in Introductory Statistics

ERIC Educational Resources Information Center

Toews, Carl

2017-01-01

Inquiry-based pedagogies have a strong presence in proof-based undergraduate mathematics courses, but can be difficult to implement in courses that are large, procedural, or highly computational. An introductory course in statistics would thus seem an unlikely candidate for an inquiry-based approach, as these courses typically steer well clear of…

Fully On-line Introductory Physics with a Lab

NASA Astrophysics Data System (ADS)

Schatz, Michael

We describe the development and implementation of a college-level introductory physics (mechanics) course and laboratory that is suited for both on-campus and on-line environments. The course emphasizes a ``Your World is Your Lab'' approach whereby students first examine and capture on video (using cellphones) motion in their immediate surroundings, and then use free, open-source software both to extract data from the video and to apply physics principles to build models that describe, predict, and visualize the observations. Each student reports findings by creating a video lab report and posting it online; these video lab reports are then distributed to the rest of the class for peer review. In this talk, we will discuss the student and instructor experiences in courses offered to three distinct audiences in different venues: (1) a Massively Open On-line Course (MOOC) for off-campus participants, (2) a flipped/blended course for on-campus students, and, most recently, (3) a fully-online course for off-campus students.

Course Format Effects on Learning Outcomes in an Introductory Statistics Course

ERIC Educational Resources Information Center

Sami, Fary

2011-01-01

The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class.…

How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major

NASA Astrophysics Data System (ADS)

Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of concern [A. Madsen, S. B. McKagan, and E. C. Sayre, Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013)]. Further, the long-term impacts of active-learning experiences are also understudied. At Florida International University, a Hispanic-majority institution, we have implemented Modeling Instruction (MI) and the Integrated Science Learning Environment (ISLE) in introductory physics classes for the past decade. In this empirical paper, we report on a longitudinal investigation of student performance and persistence in upper level physics courses after having previously experienced MI or ISLE in their introductory physics courses, and disaggregate students by gender. Using survival analysis methods, we find women who declare physics as a major are more likely than men to graduate with a physics degree. Women are also just as likely as men to pass through the upper division courses, with the highest failure risk for both men and women occurring in the first semester of upper-division course taking. These results reinforce the need to expand considerations of performance outcomes to be longitudinal to measure the effectiveness of the entire physics experience.

Leveraging Global Geo-Data and Information Technologies to Bring Authentic Research Experiences to Students in Introductory Geosciences Courses

NASA Astrophysics Data System (ADS)

Ryan, J. G.

2014-12-01

The 2012 PCAST report identified the improvement of "gateway" science courses as critical to increasing the number of STEM graduates to levels commensurate with national needs. The urgent need to recruit/ retain more STEM graduates is particularly acute in the geosciences, where growth in employment opportunities, an aging workforce and flat graduation rates are leading to substantial unmet demand for geoscience-trained STEM graduates. The need to increase the number of Bachelors-level geoscience graduates was an identified priority at the Summit on the Future of Undergraduate Geoscience Education (http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduateeducation/), as was the necessity of focusing on 2-year colleges, where a growing number of students are being introduced to geosciences. Undergraduate research as an instructional tool can help engage and retain students, but has largely not been part of introductory geoscience courses because of the challenge of scaling such activities for large student numbers. However, burgeoning information technology resources, including publicly available earth and planetary data repositories and freely available, intuitive data visualization platforms makes structured, in-classroom investigations of geoscience questions tractable, and open-ended student inquiry possible. Examples include "MARGINS Mini-Lessons", instructional resources developed with the support of two NSF-DUE grant awards that involve investigations of marine geosciences data resources (overseen by the Integrated Earth Data Applications (IEDA) portal: www.iedadata.org) and data visualization using GeoMapApp (www.geomapapp.org); and the growing suite of Google-Earth based data visualization and exploration activities overseen by the Google Earth in Onsite and Distance Education project (geode.net). Sample-based investigations are also viable in introductory courses, thanks to remote instrument operations technologies that allow real student participation in instrument-based data collection and interpretation. It is thus possible to model for students nearly the entire scientific process in introductory geoscience courses, allowing them to experience the excitement of "doing" science and thereby enticing more of them into the field.

Plant Growth and Development: An Outline for a Unit Structured Around the Life Cycle of Rapid-Cycling Brassica Rapa.

ERIC Educational Resources Information Center

Becker, Wayne M.

This outline is intended for use in a unit of 10-12 lectures on plant growth and development at the introductory undergraduate level as part of a course on organismal biology. The series of lecture outlines is structured around the life cycle of rapid-cycling Brassica rapa (RCBr). The unit begins with three introductory lectures on general plant…

A Modified Approach to the Introductory Economics Course in a School of Business

ERIC Educational Resources Information Center

Crockett, G. V.

1977-01-01

Describes course format, materials development, and evaluation of an introductory economics course which stressed problem solving techniques and conceptual skills instead of rote memorization of factual content. For journal availability, see SO 506 029. (AV)

A Taxonomy of Introductory Physics Concepts.

NASA Astrophysics Data System (ADS)

Mokaya, Fridah; Savkar, Amit; Valente, Diego

We have designed and implemented a hierarchical taxonomic classification of physics concepts for our introductory physics for engineers course sequence taught at the University of Connecticut. This classification can be used to provide a mechanism to measure student progress in learning at the level of individual concepts or clusters of concepts, and also as part of a tool to measure effectiveness of teaching pedagogy. We examine our pre- and post-test FCI results broken down by topics using Hestenes et al.'s taxonomy classification for the FCI, and compare these results with those found using our own taxonomy classification. In addition, we expand this taxonomic classification to measure performance in our other course exams, investigating possible correlations in results achieved across different assessments at the individual topic level. UCONN CLAS(College of Liberal Arts and Science).

Python and Roles of Variables in Introductory Programming: Experiences from Three Educational Institutions

ERIC Educational Resources Information Center

Nikula, Uolevi; Sajaniemi, Jorma; Tedre, Matti; Wray, Stuart

2007-01-01

Students often find that learning to program is hard. Introductory programming courses have high drop-out rates and students do not learn to program well. This paper presents experiences from three educational institutions where introductory programming courses were improved by adopting Python as the first programming language and roles of…

Who's Who in Introductory Psychology Textbooks: A Citation Analysis Redux

ERIC Educational Resources Information Center

Griggs, Richard A.; Christopher, Andrew N.

2016-01-01

It is important to assess periodically how introductory textbooks portray our discipline because introductory psychology is the most popular psychology course, almost all teachers use textbooks for it, and textbooks play a major role in defining the course for students. To do so, past studies have used textbook citation analyses. We analyzed…

Effectiveness of a Low-Cost, Graduate Student-Led Intervention on Study Habits and Performance in Introductory Biology

ERIC Educational Resources Information Center

Hoskins, Tyler D.; Gantz, J. D.; Chaffee, Blake R.; Arlinghaus, Kel; Wiebler, James; Hughes, Michael; Fernandes, Joyce J.

2017-01-01

Institutions have developed diverse approaches that vary in effectiveness and cost to improve student performance in introductory science, technology, engineering, and mathematics courses. We developed a low-cost, graduate student-led, metacognition-based study skills course taught in conjunction with the introductory biology series at Miami…

Synthesis of Ibuprofen in the Introductory Organic Laboratory

ERIC Educational Resources Information Center

Kjonaas, Richard A.; Williams, Peggy E.; Counce, David A.; Crawley, Lindsey R.

2011-01-01

A method for the synthesis of ibuprofen in introductory organic chemistry laboratory courses is reported. This experiment requires two 3-h lab sessions. All of the reactions and techniques are a standard part of any introductory organic chemistry course. In the first lab session, students reduce p-isobutylacetophenone to an alcohol and then…

Integrating Sociological Research into Large Introductory Courses: Learning Content and Increasing Quantitative Literacy

ERIC Educational Resources Information Center

Atkinson, Maxine P.; Czaja, Ronald F.; Brewster, Zachary B.

2006-01-01

Sociologists can make meaningful contributions to quantitative literacy by teaching sociological research skills in sociology classes, including introductory courses. We report on the effectiveness of requiring a research module in a large introductory class. The module is designed to teach both basic research skills and to increase awareness of…

The Evolution of a Program of Introductory Courses: Fragmentation and Integration.

ERIC Educational Resources Information Center

Candland, Douglas K.

Background, rationale, and consequences of a plan for teaching introductory undergraduate psychology are described. The setting is a college where eight to ten members of the psychology department have traditionally shared the teaching of introductory courses. The faculty recognized that there was not consensus on the content of an exemplary…

Introductory Courses in Social Work Research in Canada: Some Examples.

ERIC Educational Resources Information Center

Canadian Association of Schools of Social Work, Ottawa (Ontario).

Various approaches to introductory courses in social work research in Canada are described. Objectives of the report are to promote informational exchange among instructors in schools of social work, to provide data on common practices employed in the instruction of introductory research, to encourage innovation and experimentation, and to aid in…

MAUVE: A New Strategy for Solving and Grading Physics Problems

NASA Astrophysics Data System (ADS)

Hill, Nicole Breanne

2016-05-01

MAUVE (magnitude, answer, units, variables, and equations) is a framework and rubric to help students and teachers through the process of clearly solving and assessing solutions to introductory physics problems. Success in introductory physics often derives from an understanding of units, a command over dimensional analysis, and good bookkeeping. I developed MAUVE for an introductory-level environmental physics course as an easy-to-remember checklist to help students construct organized and thoughtful solutions to physics problems. Environmental physics is a core physics course for environmental and sustainability science (ESS) majors that teaches principles of radiation, thermodynamics, and mechanics within the context of the environment and sustainable energy systems. ESS student concentrations include environmental biology, applied ecology, biogeochemistry, and natural resources. The MAUVE rubric, inspired by nature, has encouraged my students to produce legible and tactical work, and has significantly clarified the grading process.

Reducing the failure rate in introductory physics classes

NASA Astrophysics Data System (ADS)

Saul, Jeff; Coulombe, Patrick; Lindell, Rebecca

2017-01-01

Calculus-based introductory physics courses are often among the most difficult at many colleges and universities. With the national movement to increase STEM majors, the introductory calculus-based courses need to be less of a weed-out course and more of a course that propels students forward into successful majors. This talk discusses two approaches to reduce DFW rates and improve student retention: studio courses and parachute courses. Studio courses integrate lecture/laboratory into one course where the primary mode of instruction is small group activities. Typically, any students enrolled in the college or university can enroll in a studio version of the course. Parachute courses on the other hand, focus on the poor performing students. Designed so that students not doing well in an introductory physics course can switch into the parachute class mid-semester without harm to their GPA. In addition, the parachute course focuses on helping students build the knowledge and skills necessary for success when retaking the calculus-based Physics course. The studio course format has been found to reduce DFW rates at several universities by 40-60% compared with separate lecture and laboratory format versions of the same courses, while parachutes courses were less successful. At one university, the parachute course succeeded in helping 80% of students maintain their GPA, but only helped 20% successfully pass the calculus-based physics course.

Informed decision-making among students analyzing their personal genomes on a whole genome sequencing course: a longitudinal cohort study

PubMed Central

2013-01-01

Background Multiple laboratories now offer clinical whole genome sequencing (WGS). We anticipate WGS becoming routinely used in research and clinical practice. Many institutions are exploring how best to educate geneticists and other professionals about WGS. Providing students in WGS courses with the option to analyze their own genome sequence is one strategy that might enhance students’ engagement and motivation to learn about personal genomics. However, if this option is presented to students, it is vital they make informed decisions, do not feel pressured into analyzing their own genomes by their course directors or peers, and feel free to analyze a third-party genome if they prefer. We therefore developed a 26-hour introductory genomics course in part to help students make informed decisions about whether to receive personal WGS data in a subsequent advanced genomics course. In the advanced course, they had the option to receive their own personal genome data, or an anonymous genome, at no financial cost to them. Our primary aims were to examine whether students made informed decisions regarding analyzing their personal genomes, and whether there was evidence that the introductory course enabled the students to make a more informed decision. Methods This was a longitudinal cohort study in which students (N = 19) completed questionnaires assessing their intentions, informed decision-making, attitudes and knowledge before (T1) and after (T2) the introductory course, and before the advanced course (T3). Informed decision-making was assessed using the Decisional Conflict Scale. Results At the start of the introductory course (T1), most (17/19) students intended to receive their personal WGS data in the subsequent course, but many expressed conflict around this decision. Decisional conflict decreased after the introductory course (T2) indicating there was an increase in informed decision-making, and did not change before the advanced course (T3). This suggests that it was the introductory course content rather than simply time passing that had the effect. In the advanced course, all (19/19) students opted to receive their personal WGS data. No changes in technical knowledge of genomics were observed. Overall attitudes towards WGS were broadly positive. Conclusions Providing students with intensive introductory education about WGS may help them make informed decisions about whether or not to work with their personal WGS data in an educational setting. PMID:24373383

Use of Bratwurst Sausage as a Model Cadaver in Introductory Physics for the Life Sciences Lab Experiments

NASA Astrophysics Data System (ADS)

Sidebottom, David

2015-09-01

The general physics course that is taught in most departments as a service course for pre-med or pre-health students is undergoing a large shift in course content to better appeal to this group of learners. This revision also extends to the laboratory component, where more emphasis is being placed on teaching physics through biological examples. Here, two undergraduate-level lab experiments, one dealing with buoyancy and the other with heat transfer, are described. The two labs were designed specifically to appeal to pre-med students taking introductory physics, and their novelty arises from the use of a bratwurst sausage as a miniature model cadaver. Results suggest that the sausage provides a suitable approximation to the mass density and thermal properties of the human body.

Research on a Unique Instructional Framework for Elevating Students’ Quantitative Problem Solving Abilities

NASA Astrophysics Data System (ADS)

Prather, Edward E.; Wallace, Colin Scott

2018-06-01

We present an instructional framework that allowed a first time physics instructor to improve students quantitative problem solving abilities by more than a letter grade over what was achieved by students in an experienced instructor’s course. This instructional framework uses a Think-Pair-Share approach to foster collaborative quantitative problem solving during the lecture portion of a large enrollment introductory calculus-based mechanics course. Through the development of carefully crafted and sequenced TPS questions, we engage students in rich discussions on key problem solving issues that we typically only hear about when a student comes for help during office hours. Current work in the sophomore E&M course illustrates that this framework is generalizable to classes beyond the introductory level and for topics beyond mechanics.

The Effect of Relevance Strategies on Student Perceptions of Introductory Courses

ERIC Educational Resources Information Center

Fedesco, Heather N.; Kentner, Ashley; Natt, Jane

2017-01-01

The purpose of this study was to test whether increasing the relevancy of course assignments in a large multisection introductory public-speaking course would lead to improvements in student perceptions of course outcomes. Survey responses from 1,878 students were analyzed to test whether differences exist between students enrolled in classes held…

The Client-Centered Approach as a Foundation for Teaching the Introductory Course in Public Relations.

ERIC Educational Resources Information Center

Najor, Michele A.; Motschall, Melissa

2001-01-01

Describes how the authors use a broad-based, client-centered model to teach an introductory course in public relations, integrating writing assignments for "clients" into course topics, which include history, ethics, theory, research, program planning, publicity, crisis management, and evaluation methods. Discusses course objectives, and notes…

Student Performance in an Introductory Business Statistics Course: Does Delivery Mode Matter?

ERIC Educational Resources Information Center

Haughton, Jonathan; Kelly, Alison

2015-01-01

Approximately 600 undergraduates completed an introductory business statistics course in 2013 in one of two learning environments at Suffolk University, a mid-sized private university in Boston, Massachusetts. The comparison group completed the course in a traditional classroom-based environment, whereas the treatment group completed the course in…

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.

Conceptually Centered Astronomy with Actively Engaged Students.

ERIC Educational Resources Information Center

Bisard, Walt; Zeilik, Michael

1998-01-01

Argues that, to revitalize undergraduate education in astronomy, courses must be restructured, particularly at the introductory level. Suggests that the culture of higher education does not often support change. (DDR)

Introducing Multimedia Presentations and a Course Website to an Introductory Sociology Course: How Technology Affects Student Perceptions of Teaching Effectiveness

ERIC Educational Resources Information Center

Koeber, Charles

2005-01-01

I use a quasi-experiment and follow-up questionnaire to ascertain the effects of PowerPoint multimedia presentations and a Blackboard course website on the course grades and perceptions of teaching effectiveness of introductory sociology students. Results of t-tests showed no statistically significant difference in course grades between…

Comparative Responses from Students, Faculty, and Administration to the Packaging of the Entry College Course, English 131. Curriculum Development.

ERIC Educational Resources Information Center

Bass, Donald G.

The practicum is the creation of a course orientation module for a new introductory English design. The module explains the course topics, the requirements, and the learning settings. Requirements call for specific skill levels in reading, writing, and discussion. Students will be learning in conference, in the community, in small groups, and in…

Personal Reflection: "Joy Ride" with SoTL Practice: The Investigation of the Effectiveness of Assistive Technology Course Contents on Student Learning

ERIC Educational Resources Information Center

Cho, Jeong il

2012-01-01

This reflection is based on my project that investigated the impact of new course content on student learning of basic knowledge and attitudes toward various assistive technology (AT) devices and services using multiple measures in an introductory-level course in a special education program at Indiana University-Purdue University Fort Wayne.…

What We Don't Test: What an Analysis of Unreleased ACS Exam Items Reveals about Content Coverage in General Chemistry Assessments

ERIC Educational Resources Information Center

Reed, Jessica J.; Villafan~e, Sachel M.; Raker, Jeffrey R.; Holme, Thomas A.; Murphy, Kristen L.

2017-01-01

General chemistry courses are often the foundation for the study of other science disciplines and upper-level chemistry concepts. Students who take introductory chemistry courses are more often from health and science-related fields than chemistry. As such, the content taught and assessed in general chemistry courses is envisioned as building…

Evaluation of a flipped classroom approach to learning introductory epidemiology.

PubMed

Shiau, Stephanie; Kahn, Linda G; Platt, Jonathan; Li, Chihua; Guzman, Jason T; Kornhauser, Zachary G; Keyes, Katherine M; Martins, Silvia S

2018-04-02

Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated. There were no statistically significant differences in examination scores or students' assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers. There was no significant difference in students' performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.

Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

ERIC Educational Resources Information Center

Bohn, Dawn M.; Schmidt, Shelly J.

2008-01-01

Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and…

In Praise of the Catenary

ERIC Educational Resources Information Center

Behroozi, F.

2018-01-01

When a chain hangs loosely from its end points, it takes the familiar form known as the catenary. Power lines, clothes lines, and chain links are familiar examples of the catenary in everyday life. Nevertheless, the subject is conspicuously absent from current introductory physics and calculus courses. Even in upper-level physics and math courses,…

Assessment of Differences in University Oceanography Students' Scientific Writing.

ERIC Educational Resources Information Center

Takao, Allison Y.; Kelly, Gregory J.

The purpose of this paper is to assess the differences in university oceanography students' scientific writing. Specifically, the authors examine the argumentation structures of a high scoring paper and a low scoring paper. This study was conducted in an introductory level oceanography course in a large public university. In this course students…

Introduction to Physics (Mechanics): A Semi-Self Paced Approach.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Presented is a guide for an introductory college level physics course in mechanics. The course is contract graded and allows students to proceed at their own pace; however, lectures, problem solving sessions, and laboratory sessions are included. Students on an independent basis review video tapes, film loops, library study, and conduct an…

Designing and Evaluating Research-Based Instructional Sequences for Introducing Magnetic Fields

ERIC Educational Resources Information Center

Guisasola, Jenaro; Almudi, Jose Manuel; Ceberio, Mikel; Zubimendi, Jose Luis

2009-01-01

This study examines the didactic suitability of introducing a teaching sequence when teaching the concept of magnetic fields within introductory physics courses at the university level. This instructional sequence was designed taking into account students' common conceptions, an analysis of the course content, and the history of the development of…

Formal Operations and Learning Style Predict Success in Statistics and Computer Science Courses.

ERIC Educational Resources Information Center

Hudak, Mary A.; Anderson, David E.

1990-01-01

Studies 94 undergraduate students in introductory statistics and computer science courses. Applies Formal Operations Reasoning Test (FORT) and Kolb's Learning Style Inventory (LSI). Finds that substantial numbers of students have not achieved the formal operation level of cognitive maturity. Emphasizes need to examine students learning style and…

Videotaping EST/ESP Student Projects: "Real World" Research Projects for Professional and Academic Preparation.

ERIC Educational Resources Information Center

Gallowich, Kay

Descriptive information and supporting documents for courses taught in the language center of a school of mines are presented here. The first is a four-semester engineering practices introductory course sequence that incorporates professional-level technical problem-solving, cooperative learning, and the preparation of written and oral…

Changes in Teachers' Adaptive Expertise in an Engineering Professional Development Course

ERIC Educational Resources Information Center

Martin, Taylor; Peacock, Stephanie Baker; Ko, Pat; Rudolph, Jennifer J.

2015-01-01

Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problem-solving techniques specific to a particular discipline, which is unsuited…

Use of MathCAD in a Pharmacokinetics Course for PharmD Students.

ERIC Educational Resources Information Center

Sullivan, Timothy J.

1992-01-01

This paper describes the application of the Student Edition of MathCAD as a computational aid in an introductory graduate level pharmacokinetics course. The program allows the student to perform mathematical calculations and analysis on a computer screen. The advantages and disadvantages of this application are discussed. (GLR)

Attendance and Student Performance in Undergraduate Chemistry Courses

ERIC Educational Resources Information Center

Lyubartseva, Ganna; Mallik, Uma Prasad

2012-01-01

Numerous studies suggest that attendance may be one of the key factors which influence student performance. Although there have been many studies in introductory science courses, there have been virtually no studies which analyze and compare students' performance from different types of institutions as well as different level of classes. Our study…

Textbook Use in the Sciences and Its Relation to Course Performance

ERIC Educational Resources Information Center

French, Michelle; Taverna, Franco; Neumann, Melody; Paulo Kushnir, Lena; Harlow, Jason; Harrison, David; Serbanescu, Ruxandra

2015-01-01

There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either "often" (>75% of the…

Creating a Learner-Centered Teaching Environment Using Student Choice in Assignments

ERIC Educational Resources Information Center

Hanewicz, Cheryl; Platt, Angela; Arendt, Anne

2017-01-01

Learner-centered teaching (LCT) has been found to be a more effective pedagogy for online students, as traditional teaching methods do not work well in online courses. Professors in an upper-level technology management class revised their online introductory course to incorporate cafeteria-style grading. This LCT approach allowed students to…

Sparky IntroChem: A Student-Oriented Introductory Chemistry Course.

ERIC Educational Resources Information Center

Butcher, David J.; Brandt, Paul F.; Norgaard, Nicholas J.; Atterholt, Cynthia A.; Salido, Arthur L.

2003-01-01

Describes an introductory chemistry course that incorporates student-oriented approaches such as inquiry and problem-based laboratories. Provides an overview of the modules. (Contains 16 references.) (DDR)

Attracting Future Geographers: The Introductory Course.

ERIC Educational Resources Information Center

Trindell, Roger

The organization and content of an introductory human geography course instituted at Mansfield State University (Pennsylvania) to interest students in a geography major and possible geography career is described. Organized around basic geography "co-traditions," the course begins by examining geography's origin, purpose, and relation to other…

Teach a Confidence Interval for the Median in the First Statistics Course

ERIC Educational Resources Information Center

Howington, Eric B.

2017-01-01

Few introductory statistics courses consider statistical inference for the median. This article argues in favour of adding a confidence interval for the median to the first statistics course. Several methods suitable for introductory statistics students are identified and briefly reviewed.

Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories

ERIC Educational Resources Information Center

Srougi, Melissa C.; Miller, Heather B.

2018-01-01

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when…

Interactive problem-solving sessions in an introductory bioscience course engaged students and gave them feedback, but did not increase their exam scores.

PubMed

McEvoy, James P

2017-10-02

Active learning, including the promotion of student interactivity in lectures, has been found to improve student engagement and performance in university science classes. This letter describes the use of Pearson's Learning Catalytics to run regular, formatively assessed problem-solving sessions as part of the semiflipped redesign of an introductory level university bioscience course. Students found the problem-solving sessions more engaging than a traditional lecture, and felt that they were receiving better feedback on their progress in the course. Their participation in the problem-solving sessions was strongly associated with their performance in the course's summative assessments, making it possible to identify and assist probable poor performers early in the course. Other measures of student engagement with the course were not improved, and neither were their average exam grades when compared with their grades in a course which had not been redesigned. Possible reasons for this are discussed. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Teaching introductory game development with unreal engine: Challenges, strategies, and experiences

NASA Astrophysics Data System (ADS)

Head, Nicholas A.

From the days of Pong to 100 million dollar projects such as the Grand Theft Auto franchise, video games have evolved significantly over the years. This evolution has also changed the way game development is viewed as a career. Today, video games are one of the most profitable forms of entertainment, and game development courses are appearing at universities around the world. Even with this growth, a degree from a university has yet to be an important factor in finding a job in game development (Owen, 2013). This thesis examines a method of creating and implementing an introductory gaming course and recommends ways to improve the curriculum. The main focus of the course was to introduce game development to the students. Each week, they were given an exercise that covered a different topic. Students also took part in a team project in which they were tasked with creating a complete game. The goal of the team projects was to expand the student's basic knowledge given to them from the exercises. Data was gathered on the students' subjective experiences with the class. This data and the class's overall performance were compared with past iterations of the course. New to the course was the Unreal Engine. Students used the latest version of the engine, Unreal Engine 4, to complete exercises. Not all students chose to use this engine for the team project. Instructor and students experiences with the engine were also recorded. While there were some problems implementing the engine within our lab environment, we were still able to execute the overall lesson plan. Even with the engine issues, the course had overall good performance. CGT 241, Introduction to 3D Animation, was shown to help the students to complete the course while CGT 215, Computer Graphics Programming I, did not provide enough information on game programming. Exercises were found to be helpful but students wanted a better understanding of how these skills can be applied to game development. Team projects also went well with most teams creating a functional project. Students wanted more time to complete projects along with a structured approach to the project. Confidence in game development and the Unreal Engine were not high but students were enthusiastic in continuing in the field of game development. Recommendations were made to the curriculum in order to fix some of the issues with the introductory course and help students find a career. In order to fix the gap between the programming course and the introductory game course, a video game programming course was recommended that focused on teaching students how code works with video game engines. An option to specialize was also recommended in order to see a higher level of understanding on game concepts and a higher level of quality of game projects. Changes to the higher courses were also made for a yearlong course where students would focus on a single project to publish. This would expand on the introductory course while also replicating the game development process.

Student Success in Intensive versus Traditional Introductory College Chemistry Courses

ERIC Educational Resources Information Center

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

2012-01-01

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

Do Introductory Statistics Courses in the United States Improve Students' Attitudes?

ERIC Educational Resources Information Center

Schau, Candace; Emmioglu, Esma

2012-01-01

We examined the attitudes of about 2200 students enrolled in 101 sections of post-secondary introductory statistics service courses located across the United States. Using the "Survey of Attitudes Toward Statistics-36," we assessed students' attitudes when they entered and left their courses, as well as changes in attitudes across their courses.…

Primarily Statistics: Developing an Introductory Statistics Course for Pre-Service Elementary Teachers

ERIC Educational Resources Information Center

Green, Jennifer L.; Blankenship, Erin E.

2013-01-01

We developed an introductory statistics course for pre-service elementary teachers. In this paper, we describe the goals and structure of the course, as well as the assessments we implemented. Additionally, we use example course work to demonstrate pre-service teachers' progress both in learning statistics and as novice teachers. Overall, the…

Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

NASA Astrophysics Data System (ADS)

Cervato, C.; Jach, J. Y.; Ridky, R.

2003-12-01

Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms of student demographics and socioeconomic variables (e.g., year in school, gender).

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,…

Alternative Approaches to Introductory Economics.

ERIC Educational Resources Information Center

Bonello, Frank J.; And Others

This document examines the educational output of three alternative approaches to introductory macroeconomics at the University of Notre Dame. The framework for evaluation consists of the cognitive and affective tradeoffs entailed by using a new experimental course as opposed to two more traditional courses. The experimental course is a freshman…

Introductory Life Science Mathematics and Quantitative Neuroscience Courses

ERIC Educational Resources Information Center

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…

Reclaiming Deviance as a Unique Course from Criminology: Revisited.

ERIC Educational Resources Information Center

Kunkel, Karl R.

1999-01-01

Advocates separating the curriculum of deviance from criminological theory. Offers descriptions of a deviance course (introductory material, theories and issues in rule-making, and understanding rule-breaking behavior) and a criminological theory course (introductory discussion, theory focusing on the individual and social context, and critical…

Alternative Delivery Systems for Introductory Algebra.

ERIC Educational Resources Information Center

Keating, John; And Others

Since 1988, Massachusetts' Massasoit Community College has offered two alternative introductory algebra courses for students receiving low scores on mathematics admission tests. One alternative course provides 5 hours of instruction per week, rather than the 3 hours per week in the traditional course, while the other segments the traditional…

A discussion group program enhances the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

PubMed

Peteroy-Kelly, Marcy A

2007-01-01

It has been well-established that discussion groups enhance student learning in large lecture courses. The goal of this study was to determine the impact of a discussion group program on the development of conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course. In the discussion group, students worked on problems based on topics discussed in lecture. The program was evaluated using three assessment tools. First, student responses to pre- and posttests were analyzed. The test question asked the students to demonstrate the relationships between 10 different but related terms. Use of a concept map to link the terms indicated an advanced level of conceptual reasoning skills. There was a 13.8% increase in the use of concept maps from pre- to posttest. Second, the students took a Likert-type survey to determine the perceived impact of the program on their conceptual reasoning skills. Many of the students felt that the program helped them understand and use the main course concepts to logically solve problems. Finally, average exam grades increased as the semester progressed. The average final grade in the course was 75%. Students enrolled in the course the previous year (where the lecture component of the course did not assess or reflect student learning in the discussion group) had an average final grade of 69%. The results of this study demonstrate that the discussion group program improves the conceptual reasoning skills of students enrolled in a large lecture-format introductory biology course.

Labatorials in introductory physics courses

NASA Astrophysics Data System (ADS)

Sobhanzadeh, Mandana; Kalman, Calvin S.; Thompson, R. I.

2017-11-01

Traditional lab sections in introductory physics courses at Mount Royal University were replaced by a new style of lab called ‘labatorials’ developed by the Physics Education Development Group at the University of Calgary. Using labatorials in introductory physics courses has lowered student anxiety and strengthened student engagement in lab sessions. Labatorials provide instant feedback to the students and instructors. Interviews with students who had completed Introductory Physics labatorials as well as the anonymous comments left by them showed that labatorials have improved student satisfaction. Students improved their understanding of concepts compared to students who had taken traditional labs in earlier years. Moreover a combination of labatorials and reflective writing can promote positive change in students’ epistemological beliefs.

Teaching Introductory Physics with an Environmental Focus

NASA Astrophysics Data System (ADS)

Martinuk, Mathew ``Sandy''; Moll, Rachel F.; Kotlicki, Andrzej

2010-09-01

Throughout North America the curriculum of introductory physics courses is nearly standardized. In 1992, Tobias wrote that four texts dominate 90% of the introductory physics market and current physics education research is focusing on how to sustain educational reforms.2 The instructional team at the University of British Columbia (UBC) recently implemented some key curriculum and pedagogical changes in Physics 100, their algebra-based introductory course for non-physics majors. These changes were aimed at improving their students' attitudes toward physics and their ability to apply physics concepts to useful real-life situations. In order to demonstrate that physics is relevant to real life, a theme of energy and environment was incorporated into the course.

Presenting the Straddle Lemma in an introductory Real Analysis course

NASA Astrophysics Data System (ADS)

Soares, A.; Santos, A. L. dos

2017-04-01

In this article, we revisit the concept of strong differentiability of real functions of one variable, underlying the concept of differentiability. Our discussion is guided by the Straddle Lemma, which plays a key role in this context. The proofs of the results presented are designed to meet a young audience in mathematics, typical of students in a first course of Real Analysis or an honors-level Calculus course.

News clippings for introductory astronomy

NASA Astrophysics Data System (ADS)

Bobrowsky, Matthew

1999-09-01

Most students entering our introductory astronomy course for nonscience majors arrive not merely lacking scientific facts-they also have misconceptions about the nature of science, and many have a handicapping ``science anxiety'' (in addition to math anxiety). So I have added a ``current science'' requirement to our introductory course. Each student must compile a file of five astronomy news articles taken from readily available sources.

CMSC-130 Introductory Computer Science, Lecture Notes

DTIC Science & Technology

1993-07-01

Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course , using the ...Unit Testing 2. The Syntax Of Subunits Will Be Studied In The Subsequent Course CMSC130 -5- Lecture 11 TOP-DOWN TESTING Data Processor Procedure...used in the preparation of these lecture notes: Reference Manual For The Ada Prosramming Language, ANSI/MIL-STD

Humor to the Rescue: How to Make Introductory Economics an Appealing Social Science for Non-Majors

ERIC Educational Resources Information Center

Jones, George H.

2014-01-01

Despite efforts made over the past few years to improve upon the way introductory economics is taught, these efforts have unfortunately done very little to change student perception of economics as a dry, difficult and boring subject. Since the introductory economics course for many nonmajors may be their only economics course in college, it is…

Black Holes and Pulsars in the Introductory Physics Course

ERIC Educational Resources Information Center

Orear, Jay; Salpeter, E. E.

1973-01-01

Discusses the phenomenon of formation of white dwarfs, neutron stars, and black holes from dying stars for the purpose of providing college teachers with materials usable in the introductory physics course. (CC)

Teaching Introductory Weather and Climate Using Popular Movies

ERIC Educational Resources Information Center

Yow, Donald M.

2014-01-01

Addressing the need for an introductory atmospheric science course for nonscience majors, a course was developed that provides a general understanding of atmospheric processes by examining how meteorological events are portrayed in movies. The course also uses films to study the causes of, impacts associated with, and potential adaptations to…

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

ERIC Educational Resources Information Center

Brogt, Erik; Draeger, John D.

2015-01-01

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

How We Teach Introductory Bible Courses: A Comparative and Historical Sampling

ERIC Educational Resources Information Center

Cornell, Collin; LeMon, Joel M.

2016-01-01

This study identifies the dominant modes of biblical interpretation being taught in introductory Bible courses through a qualitative analysis of course syllabi from three institutional contexts: evangelical Christian colleges, private colleges, and public universities. Despite a proliferation of methods and scholarly approaches to the Bible, this…

The Impact of High School Economics on the College Principles of Economics Course.

ERIC Educational Resources Information Center

Brasfield, David W.

1993-01-01

Reports on a study of 1,119 students in introductory college economics courses to determine the impact of high school economics on student achievement. Finds that prior high school economics was positively and significantly related to students grades in both introductory microeconomics and macroeconomics courses. (CFR)

Introducing Chemical Biology Applications to Introductory Organic Chemistry Students Using Series of Weekly Assignments

ERIC Educational Resources Information Center

Kanin, Maralee R.; Pontrello, Jason K.

2016-01-01

Calls to bring interdisciplinary content and examples into introductory science courses have increased, yet strategies that involve course restructuring often suffer from the need for a significant faculty commitment to motivate change. Minimizing the need for dramatic course reorganization, the structure, reactivity, and chemical biology…

The Importance of Attendance in an Introductory Textile Science Course

ERIC Educational Resources Information Center

Marcketti, Sara B.; Wang, Xinxin; Greder, Kate

2013-01-01

At Iowa State University, the introductory textile science course is a required 4-credit class for all undergraduate students enrolled in the Apparel, Merchandising, and Design Program. Frustrated by a perceived gap between students who easily comprehended course material and those who complained and struggled, the instructor implemented an…

Internet Explorations: On-Line Assignments for the Introductory Public Relations Course.

ERIC Educational Resources Information Center

Smith, Michael F.

This paper describes a series of assignments called "Internet Explorations," which were developed for an introductory public relations course. The three rationales for the assignments in the paper were illustration and application of course concepts to ongoing public relations activities, student exposure to communication strategies, and…

A Case Study of a College-Wide First-Year Undergraduate Engineering Course

ERIC Educational Resources Information Center

Aloul, Fadi; Zualkernan, Imran; Husseini, Ghaleb; El-Hag, Ayman; Al-Assaf, Yousef

2015-01-01

Introductory engineering courses are either programme specific or expose students to engineering as a broad discipline by including materials from various engineering programmes. A common introductory engineering course that spans different engineering programmes raises challenges, including the high cost of resources as well as the lack of…

Accounting History in Undergraduate Introductory Financial Accounting Courses: An Exploratory Study.

ERIC Educational Resources Information Center

Williams, Satina V.; Schwartz, Bill N.

2002-01-01

Accounting faculty surveyed (n=45) did not overwhelmingly support incorporating accounting history into introductory courses, despite Accounting Education Change Commission recommendations. They did not support a separate course or believe history would attract more students. Attitudes of those already including history did not differ greatly from…

A Self-Paced Introductory Programming Course

ERIC Educational Resources Information Center

Gill, T. Grandon; Holton, Carolyn F.

2006-01-01

In this paper, a required introductory programming course being taught to MIS undergraduates using the C++ programming language is described. Two factors make the objectives of the course--which are to provide students with an exposure to the logical organization of the computer in addition to teaching them basic programming logic--particularly…

Statewide Articulation in Introductory Courses in Agriculture. Revised Edition.

ERIC Educational Resources Information Center

Darnes, G. Robert, Ed.

This publication is the result of the Illinois Annual Agriculture Articulation Conference of 1977. It consists mainly of introductory course descriptions for college courses in agriculture. The intent of the publication is to improve articulation between two and four year colleges and universities in Illinois that offer agriculture degrees. The…

Threshold Concepts and Conceptions: Student Learning in Introductory Management Courses

ERIC Educational Resources Information Center

Wright, April L.; Gilmore, Anne

2012-01-01

This article explores how insights from the broader education literature on threshold concepts and conceptions can be applied to improve the teaching of undergraduate introductory management courses. The authors propose that these courses are underpinned by the threshold conception, or "underlying game," that management is a practice…

Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course.

PubMed

Gardner, Stephanie M; Adedokun, Omolola A; Weaver, Gabriela C; Bartlett, Edward L

2011-01-01

Inquiry-based laboratory instruction has been shown to actively engage students in the content and skills being taught. These courses are further intended to teach students not only what is known, but also the process by which investigators come to know it. We sought to take this approach one step further and incorporate novel research questions into an inquiry-based laboratory model early in the undergraduate course of study. In this research-based introductory laboratory course, first-year students acquired basic lab skills not just for their own sake, but rather within the context of a research question of a member of the faculty. Student projects investigated potential neuroanatomical changes in animal models of dyslexia and aging and included measurements of neuron numbers and levels and distribution of neuronal proteins. Students played an active role in designing and implementing an experimental plan, explored data analysis techniques, and reflected on the results that they obtained in scholarly forms such as research papers and a departmental poster session. Student feedback on this approach has been extremely positive, and the data collected were research quality preliminary data that are being actively pursued for further study. Based on our encouraging experiences, we conclude that designing an introductory course around novel research, including some assessments modeled after scholarly practices, provides motivation and excitement for the students, instills good scientific habits, and can potentially benefit departmental research.

Points of View: A Survey of Survey Courses--Are They Effective? A Case for Nonsurvey Introductory Biology Courses

ERIC Educational Resources Information Center

Becker, David

2005-01-01

In spring of 1998, the Biology Department at Pomona College changed from a two-semester survey introductory biology sequence to a core set of three courses, none of which is a traditional survey course. They had been wrestling for several years with a number of issues regarding the survey courses, including (1) what topics to include and exclude;…

Experimental Course Development in Introductory Economics at Indiana University. The Journal of Economic Education, Special Issue No. 4, Fall 1975.

ERIC Educational Resources Information Center

Saunders, Phillip

A two part experimental introductory college economics course is described. Data on the combination macroeconomics and microeconomics course have been collected over eight consecutive terms and are presented in nine chapters. Chapter I describes course goals as stimulation of student interest, teaching a few basic economic principles, helping…

Media Literacy in Action? What Are We Teaching in Introductory College Media Studies Courses?

ERIC Educational Resources Information Center

Ashley, Seth

2015-01-01

An introductory media studies course is a staple of post-secondary education. What are instructors teaching in this course, and to what extent are the principles of media literacy education being incorporated into this likely home? This article reports the findings of a small survey of instructors, who describe aspects of their course content and…

Improving Instructor Presence in An Online Introductory Astronomy Course through Video Demonstrations

ERIC Educational Resources Information Center

Miller, Scott T.; Redman, Stephen L.

2010-01-01

We created a series of videos for an online introductory astronomy course at the Pennsylvania State University in part to address the lack of personal presence in online courses. Based on surveys administered to the students during the semester, we found that these videos were effective in creating an instructor presence within the online course.…

Making Politics "Click": The Costs and Benefits of Using Clickers in an Introductory Political Science Course

ERIC Educational Resources Information Center

Evans, Heather K.

2012-01-01

In this article, the author addresses both the costs and benefits of implementing clickers into an introductory political science course. Comparing student responses to a mid-semester survey in both a clicker and non-clicker course, the results show that students have higher satisfaction of the course and instructor, higher exam scores, and feel…

Four-Year Turfgrass Management Programs in the United States: II. Organization and Content of Introductory Turfgrass Management Courses.

ERIC Educational Resources Information Center

Karnok, Keith J.; And Others

1993-01-01

A survey of 32 land-grant institutions was conducted to determine format, topical content, and teaching methods of introductory turfgrass management courses of 4-year turfgrass management programs in the United States. Required courses included a basic soils class and a course in biology or botany, usually transmitted by the lecture method. (MDH)

Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

NASA Astrophysics Data System (ADS)

Hazari, Zahra Sana

The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family's belief that science is a series of courses to pass. This study is a unique and noteworthy addition to the literature. The results paint a dynamic picture of the factors from high school physics and within the affective domain that influence students' future physics performance. The implication is that there are many aspects to the teaching of physics in high school that, although widely used and thought to be effective, need reform in their implementation in order to be beneficial to females and males in university.

A Metro Network for Educational Futures: State of the Process.

ERIC Educational Resources Information Center

Bleedorn, Berenice D.

This paper presents a history and description of an introductory college level survey course on the future. The objective of the course is to help students recognize the importance of considering the future in every category of learning. A new futures study curriculum at Metropolitan State University, St. Paul, Minnesota, was introduced in 1975.…

Environmental Education for the Masses: Lessons from a Large, General Enrollment Environmental Studies Course

ERIC Educational Resources Information Center

Wixon, Devin L.; Balser, Teri C.

2012-01-01

One critical tool for creating an environmentally literate citizenry is to reach students other than those in environmental-related majors in the form of the university-level large introductory environmental studies course. In this study, we relate student academic background to initial and final environmental awareness results. We found that…

Geoscience Education Research Project: Student Benefits and Effective Design of a Course-Based Undergraduate Research Experience

ERIC Educational Resources Information Center

Kortz, Karen M.; van der Hoeven Kraft, Katrien J.

2016-01-01

Undergraduate research has been shown to be an effective practice for learning science. While this is a popular discussion topic, there are few full examples in the literature for introductory-level students. This paper describes the Geoscience Education Research Project, an innovative course-based research experience designed for…

Geology Field Trips as Performance Evaluations

ERIC Educational Resources Information Center

Bentley, Callan

2009-01-01

One of the most important goals the author has for students in his introductory-level physical geology course is to give them the conceptual skills for solving geologic problems on their own. He wants students to leave his course as individuals who can use their knowledge of geologic processes and logic to figure out the extended geologic history…

The Augusta College Humanities Program: Strengthening an Introductory Three-Course Sequence.

ERIC Educational Resources Information Center

American Association of State Colleges and Universities, Washington, DC.

Presented is a compilation of materials concerning the Augusta College Humanities Program in Augusta, Georgia, beginning with a brief description of the program and its background. In 1984, the college began a 2.5-year project to revitalize and strengthen its required sophomore level three course humanities sequence (Greece and Rome, the Middle…

Please Take Note: Teaching Low Level Notetaking.

ERIC Educational Resources Information Center

Stanley, Karen

An introductory course in notetaking for low intermediate students of English as a second language (ESL) is described. The course is designed to give practice in notetaking techniques to college-bound ESI students before they are required to take notes with a competence equal to that of native speakers. The class begins with a discussion of common…

Sustaining the Progress to Improve Physics Education

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq

2010-01-01

One of the problems we face in teaching introductory physics courses at the college level is that about 2/3 of students never had physics prior coming to college. Thus, many students find it very difficult to learn physics for the first time at the relatively fast-paced teaching of college physics courses. Sometimes the drop/failure/withdrawal…

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

ERIC Educational Resources Information Center

Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

2016-01-01

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved…

Predicting Success in an Online Course Using Expectancies, Values, and Typical Mode of Instruction

ERIC Educational Resources Information Center

Zimmerman, Whitney Alicia

2017-01-01

Expectancies of success and values were used to predict success in an online undergraduate-level introductory statistics course. Students who identified as primarily face-to-face learners were compared to students who identified as primarily online learners. Expectancy value theory served as a model. Expectancies of success were operationalized as…

Personality types and student performance in an introductory physics course

NASA Astrophysics Data System (ADS)

Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

2017-12-01

We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.

Introductory Biophysics Course: Presentation of Physics in a Biological Context

ERIC Educational Resources Information Center

Henderson, B. J.; Henderson, M. A.

1976-01-01

An introductory biophysics course for science students who have previously taken two quarters of noncalculus physics is described. Material covered emphasizes the physical principles of sound, light, electricity, energy, and information. (Author/CP)

The Structure of the Introductory Economics Course in United States Colleges.

ERIC Educational Resources Information Center

Sweeney, M. Jane Barr; And Others

1983-01-01

This survey examined class size, teaching methods, and the one-semester/two-semester organization of the introductory economics course. Student satisfaction with respect to their institution was also studied. (Author/RM)

Introductory life science mathematics and quantitative neuroscience courses.

PubMed

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses.

Using wireless (Pocket)PCs in Large Introductory Courses to Expand Discourse and Interactivity

NASA Astrophysics Data System (ADS)

van der Pluijm, B. A.; Knoop, P. A.; Samson, P. J.; Teasley, S. D.

2005-12-01

Teaching methods in introductory, undergraduate courses traditionally rely on static textbooks and/or course packs, with presentation delivered as a monologue in front of a mostly passive, large audience. The concepts presented in class are often best illustrated using visualizations and/or demonstrations, but even the most stunning of images or spectacular exhibits, while motivating, offer students only passive participation in the learning process. Add to this the advent of course websites with lecture notes and PowerPoint presentations and the students are left with little incentive to attend, much less participate. Clearly this model does not provide much opportunity or motivation for today's students to learn and think more critically about the arguments being developed. What is needed is a coupling of the rich imagery of many fields with advances in technology and in learning, toward revitalizing pedagogical approaches in survey-level courses and student-instructor interaction. Our IT-enhanced classroom project couples the use of peer instruction techniques in large classes (as originally described by Mazur, 1997) with the use of interactive spatial concept challenges, utilizing wireless PocketPCs (handhelds) or student-owned wireless-enabled laptops. The technologies employed (web, PocketPC/laptop, WiFi) are off-the-shelf technologies and the Peer Instruction technique is increasingly documented in undergraduate science classes. However, the combination is not employed due to its initial cost, wrongly perceived level of effort to implement, availability of engaging activities and modest volume of data on student learning. We'll show our development, implementation and preliminary cognitive assessment efforts of this IT-enhanced classroom experience, involving interactive image quizzes and data manipulation in large introductory classes at the University of Michigan.

Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course‐based undergraduate research experience in molecular and cell biology

PubMed Central

Brownell, Sara E.; Seawell, Patricia Chandler; Malladi, Shyamala; Imam, Jamie F. Conklin; Singla, Veena; Bradon, Nicole; Cyert, Martha S.; Stearns, Tim

2016-01-01

Abstract The opportunity to engage in scientific research is an important, but often neglected, component of undergraduate training in biology. We describe the curriculum for an innovative, course‐based undergraduate research experience (CURE) appropriate for a large, introductory cell and molecular biology laboratory class that leverages students′ high level of interest in cancer. The course is highly collaborative and emphasizes the analysis and interpretation of original scientific data. During the course, students work in teams to characterize a collection of mutations in the human p53 tumor suppressor gene via expression and analysis in yeast. Initially, student pairs use both qualitative and quantitative assays to assess the ability of their p53 mutant to activate expression of reporter genes, and they localize their mutation within the p53 structure. Through facilitated discussion, students suggest possible molecular explanations for the transactivation defects displayed by their p53 mutants and propose experiments to test these hypotheses that they execute during the second part of the course. They use a western blot to determine whether mutant p53 levels are reduced, a DNA‐binding assay to test whether recognition of any of three p53 target sequences is compromised, and fluorescence microscopy to assay nuclear localization. Students studying the same p53 mutant periodically convene to discuss and interpret their combined data. The course culminates in a poster session during which students present their findings to peers, instructors, and the greater biosciences community. Based on our experience, we provide recommendations for the development of similar large introductory lab courses. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):161–178, 2017. PMID:27873457

Cultivating Citizen Scientists in the Undergraduate Science Classroom

NASA Astrophysics Data System (ADS)

Egger, A. E.

2007-12-01

Several studies indicate a strong correlation between the number of college science courses and science literacy. It is not surprising, then, that the majority of participants in citizen science projects are college graduates who enrolled in at least two science courses. If one goal of citizen science projects is to increase civic science literacy, research suggests that most are preaching to the choir. Attracting a wider audience to citizen science is, therefore, a key challenge. One way to address this challenge is to attract students to enroll and succeed in science courses in college, even if they do not pursue a major in the science, technology, engineering, and mathematics (STEM) disciplines. In fact, only 20% of students receive a degree in STEM, yet virtually all undergraduates are required to take at least one science course. Introductory science courses are therefore critical to cultivating citizen scientists, as they include a large proportion of non- STEM majors. Indeed, a major thrust of recent undergraduate STEM educational reform has been the promotion of 'science for all'. The science for all concept goes beyond recruiting students into the STEM disciplines to promoting a level of scientific literacy necessary to make informed decisions. A clear implication of this inclusive attitude is the need to redesign introductory science courses to make them accessible and explicitly related to scientific literacy. This does not mean dumbing down courses; on the contrary, it means engaging students in real scientific investigations and incorporating explicit teaching about the process of science, thus fostering a lifelong appreciation for (and, hopefully, participation in) science. Unfortunately, many students enter college with minimal understanding of the process of science. And when they arrive in their introductory classes, science is presented to them as a system of facts to be memorized - comparable to memorizing a poem in a foreign language without understanding the vocabulary. New resources available through the Visionlearning project (http://www.visionlearning.com) provide the means to incorporate teaching about the process of science into disciplinary content, thus facilitating the reform the way that undergraduate students are taught science at the introductory level. This kind of educational reform may be a long-term approach to developing citizen scientists, but research from several different disciplines and perspectives suggests it is a critical step in building scientific literacy and lifelong participation in science.

Challenging the Status Quo: Evidence That Introductory Psychology Can Dispel Myths

ERIC Educational Resources Information Center

McCarthy, Maureen A.; Frantz, Sue

2016-01-01

Student beliefs in common psychological misperceptions were assessed at the beginning of an introductory psychology course, the end of the course, and again 1 year later. At the end of the course, students' previously held misperceptions of psychological phenomena shifted toward more accurate perceptions, and 1 year later, students reported that…

Leveraging PBL and Game to Redesign an Introductory Course

ERIC Educational Resources Information Center

Warren, Scott J.; Dondlinger, Mary Jo; Jones, Greg; Whitworth, Cliff

2010-01-01

The purpose of this paper is to discuss one instructional design that leverages problem-based learning and game structures as a means of developing innovative higher education courses for students as responsive, lived experiences. This paper reviews a curricular redesign that stemmed from the evaluation of an introductory course in computer…

Sex and Gender in the Social Sciences: Reassessing the Introductory Course, Principles in Microeconomics.

ERIC Educational Resources Information Center

Gappa, Judith M.; Pearce, Janice

Developed to help faculty teaching introductory courses in microeconomics, psychology, and sociology in colleges and universities incorporate existing knowledge about women into their course content and teaching practices, this report is organized into two sets of guidelines. The first, "Content Guidelines: Sex and Gender in the Introductory…

Teaching Introductory Statistics Online--Satisfying the Students

ERIC Educational Resources Information Center

Tudor, Gail E.

2006-01-01

This paper describes the components of a successful, online, introductory statistics course and shares students' comments and evaluations of each component. Past studies have shown that quality interaction with the professor is lacking in many online courses. While students want a course that is well organized and easy to follow, they also want to…

Chemical Structure and Properties: A Modified Atoms-First, One-Semester Introductory Chemistry Course

ERIC Educational Resources Information Center

Schaller, Chris P.; Graham, Kate J.; Johnson, Brian J.; Jakubowski, Henry V.; McKenna, Anna G.; McIntee, Edward J.; Jones, T. Nicholas; Fazal, M. A.; Peterson, Alicia A.

2015-01-01

A one-semester, introductory chemistry course is described that develops a primarily qualitative understanding of structure-property relationships. Starting from an atoms-first approach, the course examines the properties and three-dimensional structure of metallic and ionic solids before expanding into a thorough investigation of molecules. In…

Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course

ERIC Educational Resources Information Center

Bailey, E. G.; Jensen, J.; Nelson, J.; Wiberg, H. K.; Bell, J. D.

2017-01-01

First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students' achievements. Repeated testing has been shown to benefit student ability…

A Hybrid and Flipped Version of an Introductory Mathematics Course for Higher Education

ERIC Educational Resources Information Center

Salinas Martínez, N. Patricia; Quintero Rodríguez, Eliud

2018-01-01

This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment…

Traversing Bloom's Taxonomy in an Introductory Scripture Course

ERIC Educational Resources Information Center

Bruehler, Bart B.

2018-01-01

Many courses in higher education rely on the hierarchical organization of Bloom's taxonomy to categorize and sequence learning. Introductory courses on scripture often emphasize remembering content and background as a basis for applying the sacred text to one's life. However, a review of the literature demonstrates little support for the widely…

A Kinesthetic Model Demonstrating Molecular Interactions Involved in Anterior-Posterior Pattern Formation in "Drosophila"

ERIC Educational Resources Information Center

Douglas, Kristin R.

2008-01-01

Prerequisites for the Developmental Biology course at Augustana College are introductory courses in zoology and cell biology. After introductory courses students appreciate the fact that proteins have three-dimensional structures; however, they often fail to recognize how protein interactions with other cellular components can lead to specific…

Performance in an Online Introductory Course in a Hybrid Classroom Setting

ERIC Educational Resources Information Center

Aly, Ibrahim

2013-01-01

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

A Simulation Game for an Introductory Course in International Business

ERIC Educational Resources Information Center

McGuinness, Michael J.

2004-01-01

An international business simulation game designed for an introductory International Business course. The simulation game allows for student decision making and allows for the ready introduction of many topics which are covered in an International Business course. The simulation game has continued to be improved with student suggestions and has…

Basic Math Skills and Performance in an Introductory Statistics Course

ERIC Educational Resources Information Center

Johnson, Marianne; Kuennen, Eric

2006-01-01

We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the…

Development and Assessment of a Preliminary Randomization-Based Introductory Statistics Curriculum

ERIC Educational Resources Information Center

Tintle, Nathan; VanderStoep, Jill; Holmes, Vicki-Lynn; Quisenberry, Brooke; Swanson, Todd

2011-01-01

The algebra-based introductory statistics course is the most popular undergraduate course in statistics. While there is a general consensus for the content of the curriculum, the recent Guidelines for Assessment and Instruction in Statistics Education (GAISE) have challenged the pedagogy of this course. Additionally, some arguments have been made…

Strengthening introductory psychology: A new model for teaching the introductory course.

PubMed

Gurung, Regan A R; Hackathorn, Jana; Enns, Carolyn; Frantz, Susan; Cacioppo, John T; Loop, Trudy; Freeman, James E

2016-01-01

Introductory psychology (Intro Psych) is one of the most popular and frequently taught courses on college campuses, yet educators in psychology have limited knowledge about what is covered in classes around the nation or the extent to which class content reflects the current scope of the discipline. There is no explicit model to guide course content selection for the intro course, which poses substantial challenges for instructors. This article proposes a new model for teaching the intro course that integrates (a) scientific foundations, (b) 5 major domains or pillars of knowledge (biological, cognitive, developmental, social and personality, and mental and physical health), and (c) cross-cutting themes relevant to all domains (cultural and social diversity, ethics, variations in human functioning, and applications; American Psychological Association, 2014). We advocate for national assessment of the course, a similar introductory course for majors and nonmajors, the inclusion of experiential or laboratory components, and additional training resources for instructors of the intro course. Given the exponential growth of psychological knowledge and applications during the past decades, we caution against attempting to provide exhaustive coverage of all topic areas of psychology in a one-semester course. We conclude by discussing the challenges that lie ahead for the discipline of psychology as it launches this new model for Intro Psych. (c) 2016 APA, all rights reserved).

Successful Application of Active Learning Techniques to Introductory Microbiology.

ERIC Educational Resources Information Center

Hoffman, Elizabeth A.

2001-01-01

Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

Implementing New Reform Guidelines in Teaching Introductory College Statistics Courses

ERIC Educational Resources Information Center

Everson, Michelle; Zieffler, Andrew; Garfield, Joan

2008-01-01

This article introduces the recently adopted Guidelines for the Assessment and Instruction in Statistics Education (GAISE) and provides two examples of introductory statistics courses that have been redesigned to better align with these guidelines.

Should the Introductory Information Systems Course Be Removed from the Business School Curriculum? A Preliminary Investigation.

ERIC Educational Resources Information Center

Gordon, Gene M.; Chimi, Carl J.

This paper reports on the results of a preliminary investigation of the extent to which first-year students entering a university during the summer, who enroll in the introductory information systems course in a college of business, meet the requirements for the course upon entrance. A second objective is to recommend a course of action to be…

A Framework for Understanding the Patterns of Student Difficulties in Quantum Mechanics

NASA Astrophysics Data System (ADS)

Singh, Chandralekha

2015-04-01

Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. We describe a theoretical framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates the effects of diversity in students' prior preparation, goals and motivation for taking upper-level physics courses in general as well as the ``paradigm shift'' from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics will be discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a theoretical framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics. Support from the National Science Foundation is gratefully acknowledged.

Using assessments to investigate and compare the nature of learning in undergraduate science courses.

PubMed

Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

2013-06-01

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments.

Incorporating Geodetic Data in Introductory Geoscience Classrooms through UNAVCO's GETSI "Ice Mass and Sea Level Changes" Module

NASA Astrophysics Data System (ADS)

Stearns, L. A.; Walker, B.; Pratt-Sitaula, B.

2015-12-01

GETSI (Geodesy Tools for Societal Issues) is an NSF-funded partnership program between UNAVCO, Indiana University, Mt. San Antonio College, and the Science Education Resource Center (SERC). We present results from classroom testing and assessment of the GETSI Ice Mass and Sea Level Changes module that utilizes geodetic data to teach about ice sheet mass loss in introductory undergraduate courses. The module explores the interactions between global sea level rise, Greenland ice mass loss, and the response of the solid Earth. It brings together topics typically addressed in introductory Earth science courses (isostatic rebound, geologic measurements, and climate change) in a way that highlights the interconnectivity of the Earth system and the interpretation of geodetic data. The module was tested 3 times at 3 different institution types (R1 institution, comprehensive university, and community college), and formative and summative assessment data were obtained. We will provide an overview of the instructional materials, describe our teaching methods, and discuss how formative and summative assessment data assisted in revisions of the teaching materials and changes in our pedagogy during subsequent implementation of the module. We will also provide strategies for faculty who wish to incorporate the module into their curricula. Instructional materials, faculty and student resources, and implementation tips are freely available on the GETSI website.

Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses

PubMed Central

Momsen, Jennifer; Offerdahl, Erika; Kryjevskaia, Mila; Montplaisir, Lisa; Anderson, Elizabeth; Grosz, Nate

2013-01-01

Assessments and student expectations can drive learning: students selectively study and learn the content and skills they believe critical to passing an exam in a given subject. Evaluating the nature of assessments in undergraduate science education can, therefore, provide substantial insight into student learning. We characterized and compared the cognitive skills routinely assessed by introductory biology and calculus-based physics sequences, using the cognitive domain of Bloom's taxonomy of educational objectives. Our results indicate that both introductory sequences overwhelmingly assess lower-order cognitive skills (e.g., knowledge recall, algorithmic problem solving), but the distribution of items across cognitive skill levels differs between introductory biology and physics, which reflects and may even reinforce student perceptions typical of those courses: biology is memorization, and physics is solving problems. We also probed the relationship between level of difficulty of exam questions, as measured by student performance and cognitive skill level as measured by Bloom's taxonomy. Our analyses of both disciplines do not indicate the presence of a strong relationship. Thus, regardless of discipline, more cognitively demanding tasks do not necessarily equate to increased difficulty. We recognize the limitations associated with this approach; however, we believe this research underscores the utility of evaluating the nature of our assessments. PMID:23737631

Introductory Life Science Mathematics and Quantitative Neuroscience Courses

PubMed Central

Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses. PMID:20810971

The Use of a Knowledge Survey as an Indicator of Student Learning in an Introductory Biology Course

PubMed Central

2005-01-01

A knowledge survey (KS) is a series of content-based questions sequenced in order of presentation during a course. Students do not answer the questions; rather, they rank their confidence in their ability to answer each question. A 304-question KS was designed and implemented for a multisection, multi-instructor introductory biology course to determine whether this tool could be used to assess student learning. The KS was administered during the first 2 wk and the last 2 wk of the semester online via WebCT. Results were scored using one point for each “not confident” response (level 1), two points for each “possibly confident” response (level 2), and three points for each “confident” response (level 3). We found that scores increased significantly between the pre- and post-KS, indicating that student confidence in their knowledge of the course material increased over the semester. However, the correlation between student confidence and final grades was negligible or low, and chi-square tests show that KS scores and matched exam questions were not significantly related. We conclude that under the conditions implemented in our study, the KS does not reliably measure student learning as measured by final grades or exam questions. PMID:16341258

Taking "The Math You Need When You Need It" Modules Beyond Introductory Geology Courses

NASA Astrophysics Data System (ADS)

Baer, E. M.; Wenner, J. M.; Burn, H. E.

2012-12-01

"The Math You Need, When You Need It" (TMYN) modules are finding use well beyond the courses for which they were originally written. However, faculty survey responses indicate that the modules are used in similar ways, suggesting that the overall design of the modules is effective. TMYN modules are online resources designed to help students develop quantitative skills in conjunction with introductory geology courses. Since 2010, 29 faculty members at 26 institutions used these asynchronous resources at in 68 different courses nationwide, impacting about 3000 students. After each use of the modules, instructors responded to a survey about their use of the modules and the impact on each course and student cohort. Of the 29 instructors, 16 responded with a total of 36 implementations, a 52% response rate. Survey responses indicate use of TMYN modules in classes well beyond their original design. The modules were originally designed for students in introductory geology classes, especially those targeted at non-geoscience majors. Sixty-nine percent (22/32) of TMYN courses included introductory geology courses such as Physical Geology, Earth System Science and Environmental Geology. The remainder of courses included multiple uses in oceanography and meteorology courses and more specialized geoscience courses such as geomorphology, structural geology and hydrology. Surveys suggest that only 63% of courses that used TMYN (20/32) were targeted to students in general education courses. Nine percent (3/32) of courses were targeted to STEM majors and 19% (6/32) were specifically targeted to geoscience majors, including upper-level courses. Despite the wide variety of institutions, instructors, classes, and student educational goals, faculty incorporated the modules into their curriculum in as originally designed, indicating that the overall design of the modules is effective. Twenty-two respondents indicate that modules were assigned immediately prior to using a skill in the classroom (either in lab exercises or a lecture period). Almost all instructors employed pre- and posttests to gauge learning. More than ¾ of survey respondents introduced the modules within the first week of class. In all but one instance, students were instructed to complete an online quiz immediately after working through the online modules and most (77%) designed these post-module quizzes as formative assessments allowing at least 3 attempts. The grades on these modules contributed to students' grades but were relatively low stakes with 88% reporting that the modules contributed to less than 10% of a student's course grade. Given the use beyond the introductory geology classroom and the similarity of the use of these modules in a wide variety of courses, it appears that the design of the modules is sound. However, previous studies have indicated that mathematical skills are not easily transferred (e.g. Bassok. and Holyoak, 1989) suggesting the adaptation of the modules for use outside the geosciences.

The Interactive Planetarium: Student-led Investigations of Naked-Eye Astronomy and Planetary Motion

NASA Astrophysics Data System (ADS)

Rice, Emily L.; McCrady, N.

2007-12-01

We have developed a set of interactive, learner-centered planetarium lab activities for the introductory astronomy course for non-majors at UCLA. A planetarium is ideal for the visualization of the celestial sphere as a 2D projection in 3D space and for the direct spatial simulation of geometric relationships. These concepts are fundamental to content areas frequently covered in introductory courses but are notoriously difficult for non-specialists. Opportunities for engaging students in actively learning content and process skills are limited in the traditional "sky show” approach typically employed in a planetarium setting. The novel aspect of our activities is that they actively engage students in learning: students make predictions, design observational tests, and direct the motion of the planetarium sky in order to evaluate their hypotheses. We have also developed complementary, kinesthetic lab activities that take place outside the planetarium with overlapping content and process goals. Several hundred schools, colleges, and universities across the country have immediate access to a planetarium as a classroom, and our method represents a novel way to use the planetarium as interactive lab equipment in college-level introductory astronomy courses.

Implementing Recommendations for Introductory Biology by Writing a New Textbook

PubMed Central

Barsoum, Mark J.; Sellers, Patrick J.; Campbell, A. Malcolm; Heyer, Laurie J.; Paradise, Christopher J.

2013-01-01

We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology. PMID:23463233

Implementing recommendations for introductory biology by writing a new textbook.

PubMed

Barsoum, Mark J; Sellers, Patrick J; Campbell, A Malcolm; Heyer, Laurie J; Paradise, Christopher J

2013-01-01

We redesigned the undergraduate introductory biology course by writing a new textbook (Integrating Concepts in Biology [ICB]) that follows first principles of learning. Our approach emphasizes primary data interpretation and the utility of mathematics in biology, while de-emphasizing memorization. This redesign divides biology into five big ideas (information, evolution, cells, emergent properties, homeostasis), addressing each at five levels of organization (molecules, cells, organisms, populations, ecological systems). We compared our course outcomes with two sections that used a traditional textbook and were taught by different instructors. On data interpretation assessments administered periodically during the semester, our students performed better than students in the traditional sections (p = 0.046) and exhibited greater improvement over the course of the semester (p = 0.015). On factual content assessments, our students performed similarly to students in the other sections (p = 0.737). Pre- and postsemester assessment of disciplinary perceptions and self-appraisal indicate that our students acquired a more accurate perception of biology as a discipline and may have developed a more realistic evaluation of their scientific abilities than did the control students (p < 0.05). We conclude that ICB improves critical thinking, metacognition, and disciplinary perceptions without compromising content knowledge in introductory biology.

Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC Davis

NASA Astrophysics Data System (ADS)

Potter, Wendell; Webb, David; Paul, Cassandra; West, Emily; Bowen, Mark; Weiss, Brenda; Coleman, Lawrence; De Leone, Charles

2014-02-01

This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the 5 h per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented that show increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.

Success in Introductory Calculus: The Role of High School and Pre-Calculus Preparation

ERIC Educational Resources Information Center

Ayebo, Abraham; Ukkelberg, Sarah; Assuah, Charles

2017-01-01

Calculus at the college level has significant potential to serve as a pump for increasing the number of students majoring in STEM fields. It is a foundation course for all STEM majors and, if mastered well, should provide students with a positive and successful first-year experience and gateway into more advanced courses. Studies have shown that a…

Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs

ERIC Educational Resources Information Center

Reeves, Todd D.; Hake, Laura E.; Chen, Xinnian; Frederick, Jennifer; Rudenga, Kristin; Ludlow, Larry H.; O'Connor, Clare M.

2018-01-01

Graduate teaching assistants (GTAs) play important instructional roles in introductory science courses, yet they often have little training in pedagogy. The most common form of teaching professional development (PD) for GTAs is a presemester workshop held at the course, department, or college level. In this study, we compare the effectiveness of…

Plastic Technology (Production). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Claus, Robert; And Others

This course guide for a plastic technology course is one of four developed for the production area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--energy/power and graphic communications.) Part 1 provides such introductory information as a definition and…

Classroom Response Systems: Effects on the Critical Analysis Skills of Students in Introductory Science Courses

ERIC Educational Resources Information Center

Adams, Cindy Chesworth; Columba, Lynn

2014-01-01

College instructors often teach scientific thinking by asking students to review and analyze a primary research article. The main purpose of this study was to explore how classroom response systems (CRS) could help impact the quality of written analysis papers submitted for this assignment by students taking 100-level biology courses at a…

Wood Technology (Production). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Claus, Robert; And Others

This course guide for a wood technology course is one of four developed for the production area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--energy/power and graphic communications.) Part 1 provides such introductory information as a definition and…

Transportation (Energy/Power). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Lawrence, Allen; And Others

This course guide for a transportation course is one of four developed for the energy/power area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--graphic communications and production.) Part 1 provides such introductory information as a definition and…

Using FarmVille in an Introductory Managerial Accounting Course to Engage Students, Enhance Comprehension, and Develop Social Networking Skills

ERIC Educational Resources Information Center

Krom, Cynthia L.

2012-01-01

This article explores the use of the free Zynga computer game FarmVille, which is played in conjunction with Facebook[R], to facilitate active learning in a managerial accounting course. Results indicate that it invokes an improved understanding of the accounting content, particularly among nonaccounting majors; a high level of student…

Recent Trends in Fertility and Mortality in Hungary: A Curriculum Unit. Fulbright-Hays Summer Seminars Abroad Program, 1998 (Hungary/Poland).

ERIC Educational Resources Information Center

Behr, Michelle

This curriculum unit, suitable for advanced placement high school courses or introductory level college courses, explores Hungarian fertility and mortality rates and their social and economic consequences. Students are required to map, graph, analyze, and summarize demographic data to examine population trends in Hungary in the post-World War 2…

Industrial Crafts (Production.) Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Claus, Robert; And Others

This course guide for an industrial crafts course is one of four developed for the production area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--energy/power and graphic communications.) Part 1 provides such introductory information as a definition and…

The Effects and Predictor Value of In-Class Texting Behavior on Final Course Grades

ERIC Educational Resources Information Center

McDonald, Sylvia E.

2013-01-01

Cell phones have become a norm within the collegiate environment but little research has examined their impact on academic attainment. The purpose of this study was to examine the effects that in-class texting behavior had on the final grade score in a freshmen level introductory social science course. Students in three different sections were…

Improving students' understanding of quantum mechanics

NASA Astrophysics Data System (ADS)

Zhu, Guangtian

2011-12-01

Learning physics is challenging at all levels. Students' difficulties in the introductory level physics courses have been widely studied and many instructional strategies have been developed to help students learn introductory physics. However, research shows that there is a large diversity in students' preparation and skills in the upper-level physics courses and it is necessary to provide scaffolding support to help students learn advanced physics. This thesis explores issues related to students' common difficulties in learning upper-level undergraduate quantum mechanics and how these difficulties can be reduced by research-based learning tutorials and peer instruction tools. We investigated students' difficulties in learning quantum mechanics by administering written tests and surveys to many classes and conducting individual interviews with a subset of students. Based on these investigations, we developed Quantum Interactive Learning Tutorials (QuILTs) and peer instruction tools to help students build a hierarchical knowledge structure of quantum mechanics through a guided approach. Preliminary assessments indicate that students' understanding of quantum mechanics is improved after using the research-based learning tools in the junior-senior level quantum mechanics courses. We also designed a standardized conceptual survey that can help instructors better probe students' understanding of quantum mechanics concepts in one spatial dimension. The validity and reliability of this quantum mechanics survey is discussed.

Accelerated Integrated Science Sequence (AISS): An Introductory Biology, Chemistry, and Physics Course

ERIC Educational Resources Information Center

Purvis-Roberts, Kathleen L.; Edwalds-Gilbert, Gretchen; Landsberg, Adam S.; Copp, Newton; Ulsh, Lisa; Drew, David E.

2009-01-01

A new interdisciplinary, introductory science course was offered for the first time during the 2007-2008 school year. The purpose of the course is to introduce students to the idea of working at the intersections of biology, chemistry, and physics and to recognize interconnections between the disciplines. Interdisciplinary laboratories are a key…

Use of Multimedia in an Introductory College Biology Course to Improve Comprehension of Complex Material

ERIC Educational Resources Information Center

Rhodes, Ashley; Rozell, Tim; Shroyer, Gail

2014-01-01

Many students who have the ability to succeed in science, technology, engineering and math (STEM) disciplines are often alienated by the traditional instructional methods encountered within introductory courses; as a result, attrition from STEM fields is highest after completion of these courses. This is especially true for females. The present…

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

ERIC Educational Resources Information Center

Kruse, Gerald; Drews, David

2013-01-01

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

Assessment of an Internet-Delivered Interactive Approach to Introductory Astronomy for Non-Science Majors

ERIC Educational Resources Information Center

Slater, Timothy F.; Jones, Lauren V.

2004-01-01

This project explores the effectiveness of learner-centered education (LCE) principles and practices on student learning and attitudes in an online interactive introductory astronomy course for non-science majors by comparing a high-quality Internet-delivered course with a high-quality on-campus course, both of which are based on the principles of…

Teaching a Chemistry MOOC with a Virtual Laboratory: Lessons Learned from an Introductory Physical Chemistry Course

ERIC Educational Resources Information Center

O'Malley, Patrick J.; Agger, Jonathan R.; Anderson, Michael W.

2015-01-01

An analysis is presented of the experience and lessons learned of running a MOOC in introductory physical chemistry. The course was unique in allowing students to conduct experimental measurements using a virtual laboratory constructed using video and simulations. A breakdown of the student background and motivation for taking the course is…

At U. of Maryland, an Effort to Make Introductory Courses Extraordinary

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

Required introductory courses are as important as they are unloved. They are a key part of the general-education curriculum, which makes up as much as one-third of the typical baccalaureate student's education, and they are the subject of seemingly never-ending revitalization efforts. Many senior faculty members avoid teaching such courses because…

Using Google Earth and Satellite Imagery to Foster Place-Based Teaching in an Introductory Physical Geology Course

ERIC Educational Resources Information Center

Monet, Julie; Greene, Todd

2012-01-01

Students in an introductory physical geology course often have difficulty making connections between basic course topics and assembling key concepts (beyond textbook examples) to interpret how geologic processes shape the characteristics of the local and regional natural environment. As an approach to address these issues, we designed and…

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

ERIC Educational Resources Information Center

Elliott, Emily R.; Reason, Robert D.; Coffman, Clark R.; Gangloff, Eric J.; Raker, Jeffrey R.; Powell-Coffman, Jo Anne; Ogilvie, Craig A.

2016-01-01

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture…

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

ERIC Educational Resources Information Center

Iqbal Malik, Sohail; Coldwell-Neilson, Jo

2017-01-01

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates.…

Student Motivational Profiles in an Introductory MIS Course: An Exploratory Cluster Analysis

ERIC Educational Resources Information Center

Nelson, Klara

2014-01-01

This study profiles students in an introductory MIS course according to a variety of variables associated with choice of academic major. The data were collected through a survey administered to 12 sections of the course. A two-step cluster analysis was performed with gender as a categorical variable and students' perceptions of task value…

The Statement of Purpose Speech: Helping Students Navigate the "Sophomore Slump"

ERIC Educational Resources Information Center

Vaughn, Mary Stairs; Parry, Pam

2013-01-01

The authors of this article believe that the introductory speech course described here is a good fit for this sophomore-specific assignment for several reasons. First, the introductory speech course is often taken in the first 60 hours. Most students taking the course are in their second, third, or fourth semesters. Second, this assignment is a…

IT0: Discrete Math and Programming Logic Topics as a Hybrid Alternative to CS0

ERIC Educational Resources Information Center

Martin, Nancy L.

2015-01-01

This paper describes the development of a hybrid introductory course for students in their first or second year of an information systems technologies degree program at a large Midwestern university. The course combines topics from discrete mathematics and programming logic and design, a unique twist on most introductory courses. The objective of…

An Evaluation of Blended Instruction in Terms of Knowledge Acquisition and Attitude in an Introductory Mathematics Course

ERIC Educational Resources Information Center

Czaplewski, John Robert

2014-01-01

A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats: face-to-face and blended. Previously the course was offered only through a face-to-face instructional format while currently, it is only offered…

An Approach to Engaging Students in a Large-Enrollment, Introductory STEM College Course

ERIC Educational Resources Information Center

Swap, Robert J.; Walter, Jonathan A.

2015-01-01

While it is clear that engagement between students and instructors positively affects learning outcomes, a number of factors make such engagement difficult to achieve in large-enrollment introductory courses. This has led to pessimism among some education professionals regarding the degree of engagement possible in these courses. In this paper we…

Attitude Formation in Introductory Science Courses: An Application of Dissonance Theory.

ERIC Educational Resources Information Center

Crawley, Frank E.

This paper describes the results and implications of an investigation, based on dissonance theory, into attitude formation in introductory college science courses. The results of the study show that students who learned in ways they preferred registered a more positive attitude toward the course than did those who learned in ways they did not…

Republication of "Experiencing Management: A Comprehensive, 'Hands-On' Model for the Introductory Undergraduate Management Course"

ERIC Educational Resources Information Center

Miller, John A.

2017-01-01

The purpose of this article is to describe an experiential course designed to overcome the specific problems inherent in working with undergraduate students in introductory management courses. The article grew out of discussions among faculty at the 1988 Academy of Management meetings who shared deep concerns about the quality of undergraduate…

Exploring Physics Students' Engagement with Online Instructional Videos in an Introductory Mechanics Course

ERIC Educational Resources Information Center

Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

2017-01-01

The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were…

Teaming introductory biology and research labs in support of undergraduate education.

PubMed

Heitz, Jean G; Giffen, Cynthia J

2010-09-01

Numerous studies have indicated the need to improve the general level of science literacy among students and to increase the number of students electing science as a career. One mechanism for doing this is to involve undergraduates in research. This article reports how our Introductory Biology 152 course has worked synergistically with mentors in research labs on the University of Wisconsin-Madison campus to increase undergraduate retention in research and at the same time improve their higher order inquiry and communication skills.

Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course.

PubMed

Banna, Jinan; Grace Lin, Meng-Fen; Stewart, Maria; Fialkowski, Marie K

2015-06-01

Fostering interaction in the online classroom is an important consideration in ensuring that students actively create their own knowledge and reach a high level of achievement in science courses. This study focuses on fostering interaction in an online introductory nutrition course offered in a public institution of higher education in Hawai'i, USA. Interactive features included synchronous discussions and polls in scheduled sessions, and social media tools for sharing of information and resources. Qualitative student feedback was solicited regarding the new course features. Findings indicated that students who attended monthly synchronous sessions valued live interaction with peers and the instructor. Issues identified included technical difficulties during synchronous sessions, lack of participation on the part of fellow students in discussion and inability to attend synchronous sessions due to scheduling conflicts. In addition, few students made use of the opportunity to interact via social media. While students indicated that the interactive components of the course were valuable, several areas in which improvement may be made remain. Future studies may explore potential solutions to issues identified with new features to further promote interaction and foster learning in the course. Recommendations for instructors who are interested in offering online science courses in higher education are provided.

Industrial Arts Curriculum Guide for Power Technology.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational Education.

This curriculum guide provides topic outlines and objectives for units in a three-level/-course Power Technology program. Introductory materials are objectives for industrial education and for power technology and list of general safety rules. Units contained in Level I, Power Technology, are History of Power, Basic Machines, Forms of Power, Power…

Delaying Developmental Mathematics: The Characteristics and Costs

ERIC Educational Resources Information Center

Johnson, Marianne; Kuennen, Eric

2004-01-01

This paper investigates which students delay taking a required developmental mathematics course and the impact of delay on student performance in introductory microeconomics. Analysis of a sample of 1462 students at a large Midwestern university revealed that, although developmental-level mathematics students did not reach the same level of…

A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Consiglio, D.; Gonzaga, V.

2010-01-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies.

The Introductory College Business Course: A New Dimension

ERIC Educational Resources Information Center

Podell, Joel; And Others

1977-01-01

Describes various methodologies used at the Queensboro Community College, New York, to enrich some of the topics traditionally included in the introductory course such as union management relations, social responsibility and business ethics, internal organization structure, and small business management. (TA)

Teaching Electrostatics and Entropy in Introductory Physics

NASA Astrophysics Data System (ADS)

Reeves, Mark

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology courses is important contribution of the entropy in driving fundamental biological processes towards equilibrium. I will present material developed to teach electrostatic screening in solutions and the function of nerve cells where entropic effects act to counterbalance electrostatic attraction. These ideas are taught in an introductory, calculus-based physics course to biomedical engineers using SCALEUP pedagogy. Results of student mastering of complex problems that cross disciplinary boundaries between biology and physics, as well as the challenges that they face in learning this material will be presented.

Using a Research-based Approach to Transform Upper-division Courses in Classical and Quantum Mechanics and E&M

NASA Astrophysics Data System (ADS)

Pollock, Steven

2013-04-01

At most universities, including the University of Colorado, upper-division physics courses are taught using a traditional lecture approach that does not make use of many of the instructional techniques that have been found to improve student learning at the introductory level. We are transforming several upper-division courses using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work at CU and elsewhere. In this talk I outline these transformations, including the development of faculty consensus learning goals, clicker questions, tutorials, modified homeworks, and more. We present evidence of the effectiveness of these transformations relative to traditional courses, based on student grades, interviews, and through research-based assessments of student conceptual mastery and student attitudes. Our results suggest that many of the tools that have been effective in introductory courses are effective for our majors, and that further research is warranted in the upper-division environment. (See www.colorado.edu/sei/departments/physics.htm for materials)

Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking†

PubMed Central

Gasper, Brittany J.; Gardner, Stephanie M.

2013-01-01

Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills. PMID:23858351

Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course

PubMed Central

Gardner, Stephanie M.; Adedokun, Omolola A.; Weaver, Gabriela C.; Bartlett, Edward L.

2011-01-01

Inquiry-based laboratory instruction has been shown to actively engage students in the content and skills being taught. These courses are further intended to teach students not only what is known, but also the process by which investigators come to know it. We sought to take this approach one step further and incorporate novel research questions into an inquiry-based laboratory model early in the undergraduate course of study. In this research-based introductory laboratory course, first-year students acquired basic lab skills not just for their own sake, but rather within the context of a research question of a member of the faculty. Student projects investigated potential neuroanatomical changes in animal models of dyslexia and aging and included measurements of neuron numbers and levels and distribution of neuronal proteins. Students played an active role in designing and implementing an experimental plan, explored data analysis techniques, and reflected on the results that they obtained in scholarly forms such as research papers and a departmental poster session. Student feedback on this approach has been extremely positive, and the data collected were research quality preliminary data that are being actively pursued for further study. Based on our encouraging experiences, we conclude that designing an introductory course around novel research, including some assessments modeled after scholarly practices, provides motivation and excitement for the students, instills good scientific habits, and can potentially benefit departmental research. PMID:23626490

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

PubMed

Wright, Christian D; Eddy, Sarah L; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E

2016-01-01

Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. © 2016 C. D. Wright, S. L. Eddy, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Introducing chemical biology applications to introductory organic chemistry students using series of weekly assignments.

PubMed

Kanin, Maralee R; Pontrello, Jason K

2016-01-01

Calls to bring interdisciplinary content and examples into introductory science courses have increased, yet strategies that involve course restructuring often suffer from the need for a significant faculty commitment to motivate change. Minimizing the need for dramatic course reorganization, the structure, reactivity, and chemical biology applications of classes of biological monomers and polymers have been integrated into introductory organic chemistry courses through three series of semester-long weekly assignments that explored (a) Carbohydrates and Oligosaccharides, (b) Amino Acids, Peptides, and Proteins, and (c) Nucleosides, Nucleotides, and Nucleic Acids. Comparisons of unannounced pre- and post tests revealed improved understanding of a reaction introduced in the assignments, and course examinations evaluated cumulative assignment topics. Course surveys revealed that demonstrating biologically relevant applications consistently throughout the semesters enhanced student interest in the connection between basic organic chemistry content and its application to new and unfamiliar bio-related examples. Covering basic material related to these classes of molecules outside of the classroom opened lecture time to allow the instructor to further build on information developed through the weekly assignments, teaching advanced topics and applications typically not covered in an introductory organic chemistry lecture course. Assignments were implemented as homework, either with or without accompanying discussion, in both laboratory and lecture organic courses within the context of the existing course structures. © 2015 The International Union of Biochemistry and Molecular Biology.

Personalized Instruction with Bootstrap Tutors in an Introductory Biophysics Course

ERIC Educational Resources Information Center

Roper, L. David

1974-01-01

Discusses the conduct of an introductory biophysics course with a personalized instruction by using tutors selected from the students themselves. Included are three tables of text contents, a sample of a terminal questionnaire, and a list of biophysics references. (CC)

Lecturers' Perspectives on How Introductory Economic Courses Address Sustainability

ERIC Educational Resources Information Center

Green, Tom L.

2015-01-01

Purpose: The purpose of this article is to explore sustainability commitments' potential implications for the curriculum of introductory economics courses. Universities have signed the Talloires Declaration, committing themselves to promoting students' environmental literacy and ecological citizenship, thereby creating pressure to integrate…

Layering the Introductory History of Europe Course.

ERIC Educational Resources Information Center

Waddy, Helena

1997-01-01

Describes an introductory undergraduate survey course on European history that incorporates three interrelated sections: constitutional government in Europe, the American revolution, and the French Revolution. The instruction emphasizes the interconnectedness among the events and includes repetition of key ideas and information. Discusses the…

A Conversation on Classroom Etiquette in Introductory Sociology Courses.

ERIC Educational Resources Information Center

Emerick, Robert E.

1994-01-01

Discusses the inclusion of rules regarding classroom etiquette in an introductory college sociology course. Reports on rules regarding tardiness, leaving early, absenteeism, paying attention, and/or sleeping in class. Concludes that students and colleagues are generally positive about the approach. (CFR)

Microcomputer Simulation of Real Gases--Part 1.

ERIC Educational Resources Information Center

Sperandeo-Mineo, R. M.; Tripi, G.

1987-01-01

Describes some simple computer programs designed to simulate the molecular dynamics of two-dimensional systems with a Lennard-Jones interaction potential. Discusses the use of the software in introductory physics courses at the high school and college level. (TW)

Orientation to Municipal Wastewater Treatment. Training Manual.

ERIC Educational Resources Information Center

Office of Water Program Operations (EPA), Cincinnati, OH. National Training and Operational Technology Center.

Introductory-level material on municipal wastewater treatment facilities and processes is presented. Course topics include sources and characteristics of municipal wastewaters; objectives of wastewater treatment; design, operation, and maintenance factors; performance testing; plant staffing; and laboratory considerations. Chapter topics include…

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding.

PubMed

Merkel, Susan

2012-01-01

The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology.

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding

PubMed Central

Merkel, Susan

2012-01-01

The number of students who leave majors in science, technology, engineering, and mathematics (STEM) due to a perception that courses are poorly taught is evidence that education reform in STEM is overdue. Despite decades of research that argues for student-centered teaching approaches, most introductory STEM courses are still taught in the large lecture format, focusing on rote memorization. While individual efforts in STEM educational reform are important, solutions will most certainly need to include institutional and cultural change. In biology, numerous national reports have called for educational reform to better prepare future scientists. We describe here a new, concept-based curriculum for Introductory Microbiology courses, designed to promote deep understanding of core concepts. Supported by the American Society for Microbiology (ASM) and based on the overarching concepts and competencies presented in the AAAS/NSF report Vision and Change in Undergraduate Biology Education: A Call to Action, we hope it will empower instructors to adapt student-centered approaches so that students in Introductory Microbiology courses can leave the course with a core set of enduring understandings of microbiology. PMID:23653779

Using Biomedically Relevant Multimedia Content in an Introductory Physics Course for Life Science and Pre-Health Students

ERIC Educational Resources Information Center

Mylott, Elliot; Kutschera, Ellynne; Dunlap, Justin C.; Christensen, Warren; Widenhorn, Ralf

2016-01-01

We will describe a one-quarter pilot algebra-based introductory physics course for pre-health and life science majors. The course features videos with biomedical experts and cogent biomedically inspired physics content. The materials were used in a flipped classroom as well as an all-online environment where students interacted with multimedia…

Redesigning a Large Enrollment Course: The Impact on Academic Performance, Course Completion and Student Perceptions in Introductory Psychology

ERIC Educational Resources Information Center

Hudson, Danae L.; Whisenhunt, Brooke L.; Shoptaugh, Carol F.; Rost, Ann D.; Fondren-Happel, Rachel N.

2014-01-01

Increasing college enrollments, and decreased funding have led institutions and instructors to focus on developing courses that can be taught effectively in a large class format. This article presents the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections. The goals of the project included improving…

Relationship between Use of Online Support Materials and Student Performance in an Introductory Finance Course

ERIC Educational Resources Information Center

Biktimirov, Ernest N.; Klassen, Kenneth J.

2008-01-01

The authors examined the relationship between student online activity, including access to specific course materials, and performance in a traditional face-to-face introductory finance course that a class Web site supported. The authors used 6 measures: (a) total hits, (b) hit consistency, (c) number of unique files that the students accessed, (d)…

Analyzing the Effect of Learning Styles and Study Habits of Distance Learners on Learning Performances: A Case of an Introductory Programming Course

ERIC Educational Resources Information Center

Çakiroglu, Ünal

2014-01-01

This study examined the relationships among learning styles, study habits, and learning performances in an online programming language course. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study. Kolb's Learning Style Inventory (LSI) was used to measure the students' learning styles.…

COED Transactions, Vol. IX, No. 6, June 1977. An Introductory Course in Microprocessors and Microcomputers.

ERIC Educational Resources Information Center

Marcovitz, Alan B., Ed.

This paper describes an introductory course in microprocessors and microcomputers implemented at Grossmont College. The current state-of-the-art in the microprocessor field is discussed, with special emphasis on the 8-bit MOS single-chip processors which are the most commonly used devices. Objectives and guidelines for the course are presented,…

Face-to-Face, Hybrid, or Online?: Issues Faculty Face Redesigning an Introductory Engineering Graphics Course

ERIC Educational Resources Information Center

Branoff, Theodore; Wiebe, Eric

2009-01-01

A hybrid introductory course was developed and piloted during the Fall 2007 semester in three laptop sections (i.e., all of the students owned and brought laptops to class each day). The online portion of the course included voiced-over content presentations, software demonstrations, and sketching examples as well as online assessments. Sections…

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

ERIC Educational Resources Information Center

Pierce, Kristin B.; Hernandez, Victor M.

2015-01-01

A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group…

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

ERIC Educational Resources Information Center

Hiedemann, Bridget; Jones, Stacey M.

2010-01-01

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

Using a Movie as a Capstone Activity for the Introductory Course

ERIC Educational Resources Information Center

Blessing, Stephen B.; Blessing, Jennifer S.

2015-01-01

A capstone experience serves as a culminating exercise for students to assimilate the information learned in a course and to realize how to use the material and skills in different contexts. Both majors and nonmajors benefit from having the material in the introductory course consolidated in such a way, for later study in the field and to more…

Crossing the Threshold in Introductory Women's and Gender Studies Courses: An Assessment of Student Learning

ERIC Educational Resources Information Center

Hassel, Holly; Launius, Christie

2017-01-01

This article reports on a scholarship of teaching and learning (SoTL) project in the introductory women's and gender studies course, occasioned by a curricular redesign to focus the course on four threshold concepts within the field: the social construction of gender, privilege and oppression, intersectionality, and feminist praxis. The authors…

Integrating writing research with curricular development in large-enrollment introductory physics

NASA Astrophysics Data System (ADS)

Demaree, Dedra

2008-05-01

Multiple research projects have been undertaken as part of an ongoing study to develop methods to do quantitative assessment of writing to learn within physics. The ability to make use of writing to learn at first glance appears limited in large-enrollment courses due to the time-intensive nature of essay writing and grading. However, effective ways to implement writing are quite possible. One study that will be discussed required students to do textbook summary writing in introductory physics in the 2007 spring semester of the ``Foundation Physics Course'' at the University of Cape Town. This course is a component of the special access program which contains mostly second language English speakers. Another use of writing will be reported that is currently being used in the introductory physics course at Oregon State University as a way to enhance problem solving. This project is also aimed at scaffolding students toward goals in our upper division courses. This talk will report on some of what we know about writing to learn, how we are working to improve ways to study it quantitatively, and how we are incorporating some aspects of it in accessible ways in large-enrollment introductory courses.

An Introductory Review Module For an Anti-Infectives Therapeutics Course

PubMed Central

Murphy, Kendrick; Zaeem, Maryam; DiVall, Margarita V.

2012-01-01

Objective. To determine whether an introductory review module using a hybrid-learning approach helped students learn infectious disease management in an anti-infectives therapeutics course. Design. An introductory module consisting of an online pharmacology review, pre-class assignment, 2 classroom lectures, and 1 case-based lecture was developed and implemented. Assessment. Among the 110 students who completed pre- and post-tests on the material covered, average scores increased from 71% to 83% (p<0.0001). Performance on knowledge-based question improved for 8 out of 10 questions (p<0.05) and student confidence increased from the first lecture to completion of the module (p<0.001 for all comparisons). Of the 129 students who completed an evaluation of the introductory module, 98% strongly agreed or agreed that the content was essential for course success. Conclusion. The addition of an introductory module using a hybrid-learning approach to review and solidify concepts of medical microbiology and pharmacology provided the foundation necessary for success in an infectious diseases module. PMID:23049107

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.

Gravitational Wave Detection in the Introductory Lab

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2017-01-01

Great physics breakthroughs are rarely included in the introductory physics course. General relativity and binary black hole coalescence are no different, and can be included in the introductory course only in a very limited sense. However, we can design activities that directly involve the detection of GW150914, the designation of the Gravitation Wave signal detected on September 14, 2015, thereby engage the students in this exciting discovery directly. The activities naturally do not include the construction of a detector or the detection of gravitational waves. Instead, we design it to include analysis of the data from GW150914, which includes some interesting analysis activities for students of the introductory course. The same activities can be assigned either as a laboratory exercise or as a computational project for the same population of students. The analysis tools used here are simple and available to the intended student population. It does not include the sophisticated analysis tools, which were used by LIGO to carefully analyze the detected signal. However, these simple tools are sufficient to allow the student to get important results. We have successfully assigned this lab project for students of the introductory course with calculus at Georgia Gwinnett College.

Crossword Puzzles as Learning Tools in Introductory Soil Science

ERIC Educational Resources Information Center

Barbarick, K. A.

2010-01-01

Students in introductory courses generally respond favorably to novel approaches to learning. To this end, I developed and used three crossword puzzles in spring and fall 2009 semesters in Introductory Soil Science Laboratory at Colorado State University. The first hypothesis was that crossword puzzles would improve introductory soil science…

EXPERIMENTS IN THE USE OF PROGRAMED MATERIALS IN TEACHING AN INTRODUCTORY COURSE IN THE BIOLOGICAL SCIENCES AT THE COLLEGE LEVEL.

ERIC Educational Resources Information Center

KANTASEWI, NIPHON

THE PURPOSE OF THE STUDY WAS TO COMPARE THE EFFECTIVENESS OF (1) LECTURE PRESENTATIONS, (2) LINEAR PROGRAM USE IN CLASS WITH AND WITHOUT DISCUSSION, AND (3) LINEAR PROGRAMS USED OUTSIDE OF CLASS WITH INCLASS PROBLEMS OR DISCUSSION. THE 126 COLLEGE STUDENTS ENROLLED IN A BACTERIOLOGY COURSE WERE RANDOMLY ASSIGNED TO THREE GROUPS. IN A SUCCEEDING…

Design/Drafting (Graphic Communications). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Poehls, Eddie; And Others

This course guide for a design/drafting course is one of four developed for the graphic communications area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--energy/power and production.) Part 1 provides such introductory information as a definition and…

Prior Knowledge Base of Constellations and Bright Stars among Non-Science Majoring Undergraduates and 14-15 Year Old Students

ERIC Educational Resources Information Center

Hintz, Eric G.; Hintz, Maureen L.; Lawler, M. Jeannette

2015-01-01

As part of an effort to improve students' knowledge of constellations and bright stars in an introductory level descriptive astronomy survey course, we measured the baseline knowledge that students bring to the class and how their score evolve over the course of the semester. This baseline is needed by the broader astronomy education research…

Energy Sources (Energy/Power). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Lawrence, Allen; And Others

This course guide for an energy sources course is one of four developed for the energy/power area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--graphic communications and production.) Part 1 provides such introductory information as a definition and…

Power Technology (Energy/Power). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Lawrence, Allen; And Others

This course guide for a power technology course is one of four developed for the energy/power area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--graphic communications and production.) Part 1 provides such introductory information as a definition and…

Implementing Comprehensive Reform of Introductory Physics at a Primarily Undergraduate Institution: A Longitudinal Case Study

ERIC Educational Resources Information Center

Rogers, Michael; Keller, Luke D .; Price, Matthew F.; Crouse, Andrew

2015-01-01

Education research provides a range of curricular reform options that can lead to improved student course outcomes. These options can appear easy to implement with the hope of immediate increases in student learning. In 2006 the Ithaca College Physics Department went down this path by moving all of their 100-level courses out of lecture halls and…

Graphic Arts (Graphic Communications). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Poehls, Eddie; And Others

This course guide for a graphic arts course is one of four developed for the graphic communications area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--energy/power and production.) Part 1 provides such introductory information as a definition and…

Electrical/Electronic Technology (Energy/Power). Industrial Arts, Senior High--Level II. North Dakota Senior High Industrial Arts Curriculum Guides.

ERIC Educational Resources Information Center

Lawrence, Allen; And Others

This course guide for an electrical/electronic technology course is one of four developed for the energy/power area in the North Dakota senior high industrial arts education program. (Eight other guides are available for two other areas of Industrial Arts--graphic communications and production.) Part 1 provides such introductory information as a…

WWC Review of the Report "Are Tenure Track Professors Better Teachers?" What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The study reviewed here examined whether taking a course with a tenure track professor versus a non-tenure track professor for first-term freshman-level courses (e.g., introductory economics) had an impact on students' future enrollment and performance in classes in the same subject. Data from 15,662 students who entered Northwestern University,…

Teaching a laboratory-intensive online introductory electronics course*

NASA Astrophysics Data System (ADS)

Markes, Mark

2008-03-01

Most current online courses provide little or no hands-on laboratory content. This talk will describe the development and initial experiences with presenting an introductory online electronics course with significant hands-on laboratory content. The course is delivered using a Linux-based Apache web server, a Darwin Streaming Server, a SMART Board interactive white board, SMART Notebook software and a video camcorder. The laboratory uses primarily the Global Specialties PB-505 trainer and a Tenma 20MHz Oscilloscope that are provided to the students for the duration of the course and then returned. Testing is performed using Course Blackboard course management software.

An Introductory Exercise for Courses in Birding.

ERIC Educational Resources Information Center

Applegate, James E.

1982-01-01

Introduces a teaching method called guided design which involves a series of problems and solutions with feedback that leads students in a logical sequence through material being taught. Presents 15 worksheets to demonstrate the use of this technique in an introductory ornithology course. (Author/DC)

Merging Old and New: An Instrumentation-Based Introductory Analytical Laboratory

ERIC Educational Resources Information Center

Jensen, Mark B.

2015-01-01

An instrumentation-based laboratory curriculum combining traditional unknown analyses with student-designed projects has been developed for an introductory analytical chemistry course. In the first half of the course, students develop laboratory skills and instrumental proficiency by rotating through six different instruments performing…

Fundamentally updating fundamentals.

PubMed

Armstrong, Gail; Barton, Amy

2013-01-01

Recent educational research indicates that the six competencies of the Quality and Safety Education for Nurses initiative are best introduced in early prelicensure clinical courses. Content specific to quality and safety has traditionally been covered in senior level courses. This article illustrates an effective approach to using quality and safety as an organizing framework for any prelicensure fundamentals of nursing course. Providing prelicensure students a strong foundation in quality and safety in an introductory clinical course facilitates early adoption of quality and safety competencies as core practice values. Copyright © 2013 Elsevier Inc. All rights reserved.

Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.

PubMed

Batz, Zachary; Olsen, Brian J; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly "leaky" point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. © 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Geology in the Movies: Using Hollywood Films as a Teaching Tool in Introductory Geosciences Courses

NASA Astrophysics Data System (ADS)

Lawrence, K. T.; Malinconico, L. L.

2008-12-01

A common challenge in introductory Geoscience courses is engaging students who often do not have a long- standing interest in science. In recent years Hollywood has produced a number of geoscience-themed films (Dante's Peak, Deep Impact, Day After Tomorrow, Inconvenient Truth), most of which contain kernels of scientific truth as well as gross misrepresentations of scientific reality. In our introductory courses (Geological Disasters: Agents of Chaos and Earth's Climate: Past Present and Future) we have had great success using these films as a way of both engaging students and accomplishing many of our course goals. Even though most of the students in these courses will not become geoscience majors, it is important for them to realize that they can make informed judgments about concepts portrayed in the popular media. We have incorporated short written movie critiques into our suite of introductory course laboratory exercises. Through these movie-critique labs, students have an opportunity to apply their new geoscience expertise to examining the validity of the scientific concepts presented in the film. Along the way, students start to see the relevance of course materials to their everyday lives, think more critically about how science is portrayed by non-scientists, synthesize what they have learned by applying their knowledge to a new problem, and improve their ability to communicate what they have learned. Despite the fact that these movie-critique labs require significantly more out-of-lab effort that our other introductory lab assignments, in our course evaluations many students rate the movie critiques as not only one of the most interesting lab exercises of the semester, but also the lab exercise containing the most educational value.

Results from Two Years of Web-Based Astronomy Teaching

NASA Astrophysics Data System (ADS)

Wallin, J.

1996-12-01

During the last two years, course notes, supplemental material, bulletin boards, and an interactive quiz system have been developed for the introductory astronomy course at George Mason University. In this talk, I will present results about the level of Web literacy, Web usage, and educational effectiveness of this system based on in-class surveys and test results. The results presented are based on a 300 person survey course composed primarily of non-science majors. Although this course currently includes a lecture section, we plan to offer this as a web-based distance learning course within six months.

Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

ERIC Educational Resources Information Center

Jensen, Jamie L.; McDaniel, Mark A.; Woodard, Steven M.; Kummer, Tyler A.

2014-01-01

In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes…

Teaching Univariate Measures of Location-Using Loss Functions

ERIC Educational Resources Information Center

Paolino, Jon-Paul

2018-01-01

This article presents a new method for introductory teaching of the sample mean, median and mode(s) from a univariate dataset. These basic statistical concepts are taught at various levels of education from elementary school curriculums to courses at the tertiary level. These descriptive measures of location can be taught as optimized solutions to…

A Graduate-Level Survey of Futures Studies: A Curriculum Development Project. Final Report.

ERIC Educational Resources Information Center

Miller, David C.; Hunt, Ronald L.

An introductory graduate level course curriculum for Futures Studies was conceived, designed, and tested within the Cybernetic Systems Program and the Instructional Technology Department, School of Education, California State University, San Jose. The curriculum consists of a series of 15 learning modules including 2 devoted to a standard study…

Mexican Identification. Project Mexico.

ERIC Educational Resources Information Center

Castellano, Rita

This document presents an outline and teacher's guide for a community college-level teaching module in Mexican identification, designed for students in introductory courses in the social sciences. Although intended specifically for cultural anthropology, urban anthropology, comparative social organization and sex roles in cross-cultural…

How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs

ERIC Educational Resources Information Center

Ding, Lin; Mollohan, Katherine N.

2015-01-01

This article describes a survey study of college students' epistemologies about biology and learning biology. Specifically, the authors examined the differences between science and nonscience majors and their changes in epistemologies over the course of a semester of instruction.

Math remediation intervention for student success in the algebra-based introductory physics course

NASA Astrophysics Data System (ADS)

Forrest, Rebecca L.; Stokes, Donna W.; Burridge, Andrea B.; Voight, Carol D.

2017-12-01

Pretesting and early intervention measures to identify and remediate at-risk students were implemented in algebra-based introductory physics to help improve student success rates. Pretesting via a math and problem-solving diagnostic exam administered at the beginning of the course was employed to identify at-risk students based on their scores. At-risk students were encouraged to utilize an online math tutorial to increase their chances of passing the course. The tutorial covers the same math topics covered by the diagnostic exam. Results from 643 students enrolled in the course showed that the 61 at-risk students who successfully completed the math tutorial increased their odds of passing the course by roughly 4 times those of the at-risk students who did not. This intervention is easily implemented, short term, and can be administered concurrently with the course. Based on these results, the Department of Physics has implemented the math tutorials in all sections of the introductory algebra as well as the calculus-based physics courses.

The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes toward Mathematics at a Two-Year College

ERIC Educational Resources Information Center

Bishop, Amy Renee

2010-01-01

The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…

The Robotic Decathlon: Project-Based Learning Labs and Curriculum Design for an Introductory Robotics Course

ERIC Educational Resources Information Center

Cappelleri, D. J.; Vitoroulis, N.

2013-01-01

This paper presents a series of novel project-based learning labs for an introductory robotics course that are developed into a semester-long Robotic Decathlon. The last three events of the Robotic Decathlon are used as three final one-week-long project tasks; these replace a previous course project that was a semester-long robotics competition.…

A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course

ERIC Educational Resources Information Center

Revell, Kevin D.

2014-01-01

Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized…

Off to the (Earthworm) Races: A Quick and Flexible Lab Experiment for Introductory Zoology Courses.

ERIC Educational Resources Information Center

Switzer, Paul V.; Fritz, Ann H.

2001-01-01

Presents a hands-on, investigative lab activity for use in an introductory zoology course. Tests the behavioral hypothesis that substrate texture affects earthworm locomotor ability. Provides background information on earthworm locomotion followed by details of the lab exercise. (NB)

Computer Literacy and Non-IS Majors

ERIC Educational Resources Information Center

Thomas, Jennifer D. E.; Blackwood, Martina

2010-01-01

This paper presents an investigation of non-Information Systems (IS) major's perceptions and performance when enrolled in a required introductory Computer Information Systems course. Students of various academic backgrounds were taught Excel, Hypertext Markup Language (HTML), JavaScript and computer literacy in a 14-week introductory course, in…

Reply to "Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course""

NASA Astrophysics Data System (ADS)

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2016-12-01

We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

Reply to "Comment on "Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course""

ERIC Educational Resources Information Center

Kontur, F. J.; de La Harpe, K.; Terry, N. B.

2016-01-01

We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

Creatine Synthesis: An Undergraduate Organic Chemistry Laboratory Experiment

ERIC Educational Resources Information Center

Smith, Andri L.; Tan, Paula

2006-01-01

Students in introductory chemistry classes typically appreciate seeing the connection between course content and the "real world". For this reason, we have developed a synthesis of creatine monohydrate--a popular supplement used in sports requiring short bursts of energy--for introductory organic chemistry laboratory courses. Creatine monohydrate…

The Influence of Learning and Teaching Styles on Student Attitudes and Achievement in the Introductory Economics Course: A Case Study.

ERIC Educational Resources Information Center

Wetzel, James N.; And Others

1982-01-01

Reports the results of a study that examined the influence of learning and teaching styles on changes in student achievement in economics and attitude toward economics among undergraduates enrolled in an introductory economics course. (AM)

The Nature of Introductory Economics Courses

ERIC Educational Resources Information Center

Koscielniak, James

1975-01-01

A questionnaire was developed to determine the content, mode of instruction, approach, and textbook selection of instructors of introductory economics courses. The survey was distributed in 1974 to 143 economics instructors at two- and four-year colleges in Illinois. Results are presented here, and recommendations are made. (Author/NHM)

Assessing the Effectiveness of Studio Physics in Introductory-Level Courses at Georgia State University

NASA Astrophysics Data System (ADS)

Upton, Brianna; Evans, John; Morrow, Cherilynn; Thoms, Brian

2009-11-01

Previous studies have shown that many students have misconceptions about basic concepts in physics. Moreover, it has been concluded that one of the challenges lies in the teaching methodology. To address this, Georgia State University has begun teaching studio algebra-based physics. Although many institutions have implemented studio physics, most have done so in calculus-based sequences. The effectiveness of the studio approach in an algebra-based introductory physics course needs further investigation. A 3-semester study assessing the effectiveness of studio physics in an algebra-based physics sequence has been performed. This study compares the results of student pre- and post-tests using the Force Concept Inventory. Using the results from this assessment tool, we will discuss the effectiveness of the studio approach to teaching physics at GSU.

Developing an Undergraduate Public Health Introductory Core Course Series

PubMed Central

Nelson-Hurwitz, Denise C.; Tagorda, Michelle; Kehl, Lisa; Buchthal, Opal V.; Braun, Kathryn L.

2018-01-01

The number of undergraduate public health education programs is increasing, but few publications provide examples of introductory public health courses that provide foundational knowledge and meet 2016 Council on Education in Public Health (CEPH) accreditation standards. This article presents the development and testing of a three-course, introductory series in public health at the University of Hawai‘i at Mānoa (UHM). Development was informed by best pedagogical practices in education, web review of existing programs, literature review, key informant interviews, and accreditation standards. Student mastery of required concepts, domains, and competencies is assessed through testing and class assignments. Data from course evaluations, students' exit questionnaires at graduation, and faculty feedback were used to continuously evolve and adapt the curriculum. The three-course series—including Introduction to Public Health, Public Health Issues in Hawai‘i, and Introduction to Global Health—was designed to provide incoming undergraduate public health students with a foundation in local, national, and global public health concepts and domains, while improving their skills in public health communication and information literacy. Data from class assignments, examinations, and later coursework suggest students are mastering the course materials and gaining required competencies. Data from course evaluation and exit questionnaires suggest that the students appreciate the series' approach and the challenge to apply course concepts locally and globally in subsequent courses. This foundational public health series provides a model for an introductory course series that can be implemented with existing resources by most programs, meets the new CEPH requirements, is well-received by students, and prepares students well for upper-division public health courses. PMID:29892596

Developing an Undergraduate Public Health Introductory Core Course Series.

PubMed

Nelson-Hurwitz, Denise C; Tagorda, Michelle; Kehl, Lisa; Buchthal, Opal V; Braun, Kathryn L

2018-01-01

The number of undergraduate public health education programs is increasing, but few publications provide examples of introductory public health courses that provide foundational knowledge and meet 2016 Council on Education in Public Health (CEPH) accreditation standards. This article presents the development and testing of a three-course, introductory series in public health at the University of Hawai'i at Mānoa (UHM). Development was informed by best pedagogical practices in education, web review of existing programs, literature review, key informant interviews, and accreditation standards. Student mastery of required concepts, domains, and competencies is assessed through testing and class assignments. Data from course evaluations, students' exit questionnaires at graduation, and faculty feedback were used to continuously evolve and adapt the curriculum. The three-course series-including Introduction to Public Health, Public Health Issues in Hawai'i, and Introduction to Global Health-was designed to provide incoming undergraduate public health students with a foundation in local, national, and global public health concepts and domains, while improving their skills in public health communication and information literacy. Data from class assignments, examinations, and later coursework suggest students are mastering the course materials and gaining required competencies. Data from course evaluation and exit questionnaires suggest that the students appreciate the series' approach and the challenge to apply course concepts locally and globally in subsequent courses. This foundational public health series provides a model for an introductory course series that can be implemented with existing resources by most programs, meets the new CEPH requirements, is well-received by students, and prepares students well for upper-division public health courses.

Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course

ERIC Educational Resources Information Center

Smith, James J.; Cheruvelil, Kendra Spence; Auvenshine, Stacie

2013-01-01

Phylogenetic trees provide visual representations of ancestor-descendant relationships, a core concept of evolutionary theory. We introduced "tree thinking" into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted…

Active and Collaborative Learning in an Introductory Electrical and Computer Engineering Course

ERIC Educational Resources Information Center

Kotru, Sushma; Burkett, Susan L.; Jackson, David Jeff

2010-01-01

Active and collaborative learning instruments were introduced into an introductory electrical and computer engineering course. These instruments were designed to assess specific learning objectives and program outcomes. Results show that students developed an understanding comparable to that of more advanced students assessed later in the…

Operation, analysis, and design of signalized intersections : a module for the introductory course in transportation engineering.

DOT National Transportation Integrated Search

2014-02-01

This report presents materials that can be used as the basis for a module on signalized intersections in the introductory : course in transportation engineering. The materials were developed based on studies of the work of students who took : this in...

Students' Attitudes toward Introductory Physics Course

ERIC Educational Resources Information Center

Demirci, Neset

2004-01-01

The problem examined in this study deals with students' attitude toward physics among the freshmen and sophomore students who were taking first introductory physics course. In the study there were 176 students, and they were chosen sample of convenience from Florida Institute of Technology, Melbourne, Florida. 125 subjects were male students, and…

Integrating Critical Thinking about Values into an Introductory Geoscience Course

ERIC Educational Resources Information Center

Yacobucci, Margaret M.

2013-01-01

This paper presents an instructional strategy for engaging students with the critical exploration of values in introductory geoscience courses. It is argued that the consideration of values (i.e., abstract expressions of desirable qualities such as cooperation, security, curiosity, and honesty) is an integral part of scientific practice and…

Polymerization Simulator for Introductory Polymer and Material Science Courses

ERIC Educational Resources Information Center

Chirdon, William M.

2010-01-01

This work describes how molecular simulation of polymerization reactions can be used to enrich introductory polymer or material science courses to give students a deeper understanding of free-radical chain and stepwise growth polymerization reactions. These simulations have proven to be effective media for instruction that do not require material…

Discovering the Cosmos

NASA Astrophysics Data System (ADS)

Bless, R. C.

Based on the very popular liberal arts course Bob Bless has taught at University of Wisconsin for over twenty years, this book provides a rich, historical approach to introductory astronomy. It is ideal for use in an introductory astronomy course for nonmajors. An Instructor's Manual, test questions and transparencies are also available for adopting professors.

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

Designing an Online, Introductory Gifted Education Course.

ERIC Educational Resources Information Center

Hull, Debra F.; Bull, Kay S.; Montgomery, Diane; May, James R.; Overton, Robert

Rural teachers are often undertrained in the identification and education of gifted students. This paper describes the principles and development of an online introductory course in gifted education that could meet the need for rural teacher training. Using the philosophy that learners construct their own knowing, the system for developing an…

Activity Development for Intersection Operations The National Transportation Curriculum Project : Developing Activity-Based Learning Modules for the Introductory Transportation Engineering Course

DOT National Transportation Integrated Search

2012-05-01

The goal of this work was to develop activity-based learning materials for the introductory transportation engineering course : with the purpose of increasing student understanding and concept retention. These materials were to cover intersection : o...

Creation and Assessment of an Active e-Learning Introductory Geology Course

ERIC Educational Resources Information Center

Sit, Stefany M.; Brudzinski, Michael R.

2017-01-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already…

Rapid Conversion of Traditional Introductory Physics Sequences to an Activity-Based Format

ERIC Educational Resources Information Center

Yoder, Garett; Cook, Jerry

2014-01-01

The Department of Physics at EKU [Eastern Kentucky University] with support from the National Science Foundations Course Curriculum and Laboratory Improvement Program has successfully converted our entire introductory physics sequence, both algebra-based and calculus-based courses, to an activity-based format where laboratory activities,…

Public Scholarship Student Projects for Introductory Environmental Courses

ERIC Educational Resources Information Center

Baum, Seth D.; Aman, Destiny D.; Israel, Andrei L.

2012-01-01

This paper presents a model project for introductory undergraduate courses that develops students as citizens contributing scholarship to public discussions of environmental issues. In this field-based project, students actively and independently engage with an environmental issue and present their project experience to a relevant public forum. In…

A Novel Interdisciplinary Science Experience for Undergraduates across Introductory Biology, Chemistry, and Physics Courses

ERIC Educational Resources Information Center

Murray, Joelle L.; Atkinson, Elizabeth J. O.; Gilbert, Brian D.; Kruchten, Anne E.

2014-01-01

Successfully creating and implementing interdisciplinary curricula in introductory science, technology, engineering, and mathematics (STEM) courses is challenging, but doing so is increasingly more important as current problems in science become more interdisciplinary. Opening up the silos between science disciplines and overcoming common…

Python Source Code Plagiarism Attacks on Introductory Programming Course Assignments

ERIC Educational Resources Information Center

Karnalim, Oscar

2017-01-01

This paper empirically enlists Python plagiarism attacks that have been found on Introductory Programming course assignments for undergraduate students. According to our observation toward 400 plagiarism-suspected cases, there are 35 plagiarism attacks that have been conducted by students. It starts with comment & whitespace modification as…

Beyond Euler's Method: Implicit Finite Differences in an Introductory ODE Course

ERIC Educational Resources Information Center

Kull, Trent C.

2011-01-01

A typical introductory course in ordinary differential equations (ODEs) exposes students to exact solution methods. However, many differential equations must be approximated with numerical methods. Textbooks commonly include explicit methods such as Euler's and Improved Euler's. Implicit methods are typically introduced in more advanced courses…

Introductory Anatomy and Physiology in an Undergraduate Nursing Curriculum

ERIC Educational Resources Information Center

Brown, S. J.; White, S.; Power, N.

2017-01-01

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped…

A Formal Language Selection Process for Introductory Programming Courses

ERIC Educational Resources Information Center

Parker, Kevin R.; Chao, Joseph T.; Ottaway, Thomas A.; Chang, Jane

2006-01-01

The selection of a programming language for introductory courses has long been an informal process involving faculty evaluation, discussion, and consensus. As the number of faculty, students, and language options grows, this process becomes increasingly unwieldy. As it stands, the process currently lacks structure and replicability. Establishing a…

Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

ERIC Educational Resources Information Center

Smith, Deborah N.

2015-01-01

This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include…

Computer Assisted Problem Solving in an Introductory Statistics Course. Technical Report No. 56.

ERIC Educational Resources Information Center

Anderson, Thomas H.; And Others

The computer assisted problem solving system (CAPS) described in this booklet administered "homework" problem sets designed to develop students' computational, estimation, and procedural skills. These skills were related to important concepts in an introductory statistics course. CAPS generated unique data, judged student performance,…

Green Fluorescent Protein-Focused Bioinformatics Laboratory Experiment Suitable for Undergraduates in Biochemistry Courses

ERIC Educational Resources Information Center

Rowe, Laura

2017-01-01

An introductory bioinformatics laboratory experiment focused on protein analysis has been developed that is suitable for undergraduate students in introductory biochemistry courses. The laboratory experiment is designed to be potentially used as a "stand-alone" activity in which students are introduced to basic bioinformatics tools and…

Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

ERIC Educational Resources Information Center

Budd, D. A.; van der Hoeven Kraft, K. J.; McConnell, D. A.; Vislova, T.

2013-01-01

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol…

Measuring Student Engagement, Knowledge, and Perceptions of Climate Change in an Introductory Environmental Geology Course

ERIC Educational Resources Information Center

McNeal, Karen S.; Spry, Jacob M.; Mitra, Ritayan; Tipton, Jamie L.

2014-01-01

This research examines a semester-long introductory environmental geology course, which emphasized climate science using an Earth systems approach and employed a multipronged teaching strategy comprising lecture, movie viewing, class dialogues, and journaling. Evidence of student engagement during various pedagogical approaches (e.g., movie…

Using Student Self-Assessment of Biological Concepts in an Introductory Biology Course.

ERIC Educational Resources Information Center

Heinze-Fry, Jane Ann

1992-01-01

Describes the author's methods to establish what students enrolled in an introductory biology course for nonmajors know about biology prior to instruction. The project also compared preinstructional knowledge to postinstructional knowledge. Beginning students knew the least about plant transport/chemical control and cellular metabolism. Students…

Introductory Statistics and Fish Management.

ERIC Educational Resources Information Center

Jardine, Dick

2002-01-01

Describes how fisheries research and management data (available on a website) have been incorporated into an Introductory Statistics course. In addition to the motivation gained from seeing the practical relevance of the course, some students have participated in the data collection and analysis for the New Hampshire Fish and Game Department. (MM)

Curriculum Currency: Integrating Direct and Interactive Marketing Content in Introductory Marketing Courses

ERIC Educational Resources Information Center

Spiller, Lisa D.; Scovotti, Carol

2008-01-01

This study investigates the extent to which educators address direct and interactive marketing concepts in undergraduate introductory marketing courses. As practitioners seek more accountability from their marketing efforts, so too must academia respond with more relevant content. Results from textbook content analysis suggest that direct and…

The Lasting Effects of Introductory Economics Courses.

ERIC Educational Resources Information Center

Sanders, Philip

1980-01-01

Reports research which tests the Stigler Hypothesis. The hypothesis suggests that students who have taken introductory economics courses and those who have not show little difference in test performance five years after completing college. Results of the author's research illustrate that economics students do retain some knowledge of economics…

A Model for Teaching an Introductory Programming Course Using ADRI

ERIC Educational Resources Information Center

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

High failure and drop-out rates from introductory programming courses continue to be of significant concern to computer science disciplines despite extensive research attempting to address the issue. In this study, we include the three entities of the didactic triangle, instructors, students and curriculum, to explore the learning difficulties…

Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence

ERIC Educational Resources Information Center

Loux, Travis M.; Varner, Sara Emily; VanNatta, Matthew

2016-01-01

Flipped classrooms have become an interesting alternative to traditional lecture-based courses throughout the undergraduate curriculum. In this article, we compare a flipped classroom approach to the traditional lecture-based approach to teaching introductory biostatistics to first-year graduate students in public health. The traditional course…

An Introductory Course in Bioengineering and Biotechnology for Chemical Engineering Sophomores

ERIC Educational Resources Information Center

O'Connor, Kim C.

2007-01-01

Advances in the biological sciences necessitate the training of chemical engineers to translate these fundamental discoveries into applications that will benefit society. Accordingly, Tulane University revised its core chemical engineering curriculum in 2005 to include a new introductory course in bioengineering and biotechnology for sophomores.…

Use of a Laboratory Field Project in an Introductory Crop Science Course.

ERIC Educational Resources Information Center

Lane, Robert A.

1986-01-01

Assesses the benefits resulting from a laboratory field project and report for agricultural students in an introductory crop science course. Student responses to evaluation statements indicated that the project helped them identify crops, understand cultural and management practices, and recognize environmental influences that affect crop…

Public Speaking versus Hybrid Introductory Communication Courses: Exploring Four Outcomes

ERIC Educational Resources Information Center

Broeckelman-Post, Melissa A.; Pyle, Andrew S.

2017-01-01

The purpose of this study was to compare student growth in public speaking and hybrid introductory communication skills courses on four outcomes: public speaking anxiety, self-perceived communication competence, intercultural effectiveness, and connected classroom climate. This study also sought to find out whether there were differences in the…

Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

ERIC Educational Resources Information Center

Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

2013-01-01

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural…

Forum: Crafting the Introductory Course in Religious Studies

ERIC Educational Resources Information Center

McCutcheon, Russell T.; Hollander, Aaron T.; Durdin, Andrew F.; Gardner, Kelli A.; Miller, Adam T.; Crews, Emily D.

2016-01-01

This series of short essays considers the complex choices and decision-making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's "The Craft of Teaching in the Academic Study of Religion" series, Russell McCutcheon…

Randomizing Roaches: Exploring the "Bugs" of Randomization in Experimental Design

ERIC Educational Resources Information Center

Wagler, Amy; Wagler, Ron

2014-01-01

Understanding the roles of random selection and random assignment in experimental design is a central learning objective in most introductory statistics courses. This article describes an activity, appropriate for a high school or introductory statistics course, designed to teach the concepts, values and pitfalls of random selection and assignment…

Race, Sex, and Their Influences on Introductory Statistics Education

ERIC Educational Resources Information Center

van Es, Cindy; Weaver, Michelle M.

2018-01-01

The Survey of Attitudes Toward Statistics or SATS was administered for three consecutive years to students in an Introductory Statistics course at Cornell University. Questions requesting demographic information and expected final course grade were added. Responses were analyzed to investigate possible differences between sexes and racial/ethnic…

A Pilot Study Teaching Metrology in an Introductory Statistics Course

ERIC Educational Resources Information Center

Casleton, Emily; Beyler, Amy; Genschel, Ulrike; Wilson, Alyson

2014-01-01

Undergraduate students who have just completed an introductory statistics course often lack deep understanding of variability and enthusiasm for the field of statistics. This paper argues that by introducing the commonly underemphasized concept of measurement error, students will have a better chance of attaining both. We further present lecture…

Inference and the Introductory Statistics Course

ERIC Educational Resources Information Center

Pfannkuch, Maxine; Regan, Matt; Wild, Chris; Budgett, Stephanie; Forbes, Sharleen; Harraway, John; Parsonage, Ross

2011-01-01

This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The core problem of the inferential argument with its…

Social constructivist learning environment in an online professional practice course.

PubMed

Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

2009-02-19

To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.