The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course

ERIC Educational Resources Information Center

Othman, Mahfudzah; Othman, Muhaini

2012-01-01

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the "Think-Pair-Share". The main objective of this study is to design a model for an online learning system that facilitates the…

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 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…

Comparison of Traditional and ADRI Based Teaching Approaches in an Introductory Programming Course

ERIC Educational Resources Information Center

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the…

A meta-analysis of pedagogical tools used in introductory programming courses

NASA Astrophysics Data System (ADS)

Trees, Frances P.

Programming is recognized as being challenging for teachers to teach and difficult for students to learn. For decades, computer science educators have looked at innovative approaches by creating pedagogical software tools that attempt to facilitate both the teaching of and the learning of programming. This dissertation investigates the motivations for the integration of pedagogical tools in introductory programming courses and the characteristics that are perceived to contribute to the effectiveness of these tools. The study employs three research stages that examine the tool characteristics and their use. The first stage surveys teachers who use pedagogical tools in an introductory programming course. The second interviews teachers to explore the survey results in more detail and to add greater depth into the choice and use of pedagogical tools in the introductory programming class. The third interviews tool developers to provide an explanatory insight of the tool and the motivation for its creation. The results indicate that the pedagogical tools perceived to be effective share common characteristics: They provide an environment that is manageable, flexible and visual; they provide for active engagement in learning activities and support programming in small pieces; they allow for an easy transition to subsequent courses and more robust environments; they provide technical support and resource materials. The results of this study also indicate that recommendations from other computer science educators have a strong impact on a teacher's initial tool choice for an introductory programming course. This study informs present and future tool developers of the characteristics that the teachers perceive to contribute to the effectiveness of a pedagogical tool and how to present their tools to encourage a more efficient and more effective widespread adoption of the tool into the teacher's curriculum. The teachers involved in this study are actively involved in the computer science education community. The results of this study, based on the perceptions of these computer science educators, provide guidance to those educators choosing to introduce a new pedagogical tool into their programming course.

Towards a Virtual Teaching Assistant to Answer Questions Asked by Students in Introductory Computer Science

ERIC Educational Resources Information Center

Heiner, Cecily

2009-01-01

Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This dissertation analyzes 411 questions from an introductory Java programming course by reducing the…

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.

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…

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.

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.

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…

CS 237--Fortran for Business. Course Guide.

ERIC Educational Resources Information Center

Chang, Y. F.; And Others

This guide was prepared for a lectureless two-semester-credit introductory programming course for business students at the University of Nebraska. The guide lays out course objectives, course mechanics, exercises and programming assignments, and describes the SIMPLE program editor and job submission system in use at the university. However,…

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…

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,…

Improving Student Question Classification

ERIC Educational Resources Information Center

Heiner, Cecily; Zachary, Joseph L.

2009-01-01

Students in introductory programming classes often articulate their questions and information needs incompletely. Consequently, the automatic classification of student questions to provide automated tutorial responses is a challenging problem. This paper analyzes 411 questions from an introductory Java programming course by reducing the natural…

Student Performance in Introductory Psychology Following Termination of the Programmed Achievement Contingency at Mid-Semester

ERIC Educational Resources Information Center

Nation, Jack R.; And Others

1977-01-01

Discusses the Programmed Achievement learning system in an introductory psychology course. This system is based on an instructional system of motivation and reward in which a crucial ingredient is the testing procedure. (Author/JR)

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…

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.

An Exploratory Study of the Use of Video as an Instructional Tool in an Introductory C# Programming Course

ERIC Educational Resources Information Center

Sharp, Jason H.; Schultz, Leah A.

2013-01-01

This study examines the background of introductory programming concepts and the use of video as an instructional tool. Thirty-five students in an introductory C# class were administered a survey to report data on demographics, usage on video, and opinions about the video. Students were in online and face to face sections of the class. Data were…

Java vs. Python Coverage of Introductory Programming Concepts: A Textbook Analysis

ERIC Educational Resources Information Center

McMaster, Kirby; Sambasivam, Samuel; Rague, Brian; Wolthuis, Stuart

2017-01-01

In this research, we compare two languages, Java and Python, by performing a content analysis of words in textbooks that describe important programming concepts. Our goal is to determine which language has better textbook support for teaching introductory programming courses. We used the TextSTAT program to count how often our list of concept…

Improving Student Learning and Views of Physics in a Large Enrollment Introductory Physics Class

ERIC Educational Resources Information Center

Shan, Kathy J.

2013-01-01

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage…

What Teaching Teaches: Mentoring and the Performance Gains of Mentors

ERIC Educational Resources Information Center

Amaral, Katie E.; Vala, Martin

2009-01-01

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…

Threaded Introductory Chemistry for Prepharmacy: A Model for Preprofessional Curriculum Redesign

ERIC Educational Resources Information Center

Barth, Benjamin S.; Bucholtz, Ehren C.

2017-01-01

Introductory chemistry courses are required as part of the undergraduate preparation necessary for entry into an array of professional programs. Given the varied priorities of the student population in these courses, it can be difficult to present the material such that students see their individual future academic priorities represented in each…

Unit Mastery Learning in an Introductory Geography Course

ERIC Educational Resources Information Center

Healy, John R.; Stephenson, Larry K.

1975-01-01

The unit mastery learning system is a method of individualized, self-paced learning which, through repeatable testing, enables students to attain a mastery of the content of one unit before proceeding to the next in the program. This article describes the unit mastery learning system and its application in an introductory geography course at Hilo…

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…

Attitudes and Motivation of Students in an Introductory Technical Graphics Course: A Meta-Analysis Study

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Clark, Aaron C.

2012-01-01

Students in introductory engineering graphics courses at North Carolina State University (NCSU) were asked to complete surveys to help educators and administrators understand their attitudes toward learning and their motivation to learn. Analyses of the completed surveys provided the Graphic Communications Program at NCSU with an understanding of…

Investigation of Continuous Assessment of Correctness in Introductory Programming

ERIC Educational Resources Information Center

Ferreira, Deller James; da Silva, Hebert Coelho; Melo, Tatiane F. N.; Ambrósio, Ana Paula

2017-01-01

Teachers usually expect that any form of a continuous assessment (CA) should contribute significantly to the student learning process in introductory programming courses. To foster teachers to go beyond the current practices of a CA applied when to programming, from 2011 to 2014, we investigated the use of the Boca Online Contest Administrator…

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.

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).

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.

An Analysis of Economic Learning among Undergraduates in Introductory Economics Courses in Germany

ERIC Educational Resources Information Center

Happ, Roland; Zlatkin-Troitschanskaia, Olga; Schmidt, Susanne

2016-01-01

In this article, the authors present the findings of a pretest-posttest measurement of the economic knowledge of students in introductory economics courses in undergraduate study programs in Germany. The responses of 403 students to 14 items selected from the "Test of Economic Literacy" (Soper and Walstad 1987) were analyzed to identify…

An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science

ERIC Educational Resources Information Center

Merrick, K. E.

2010-01-01

This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course--with and without the puzzle-based learning--were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course…

Peer-Taught Drug Awareness in the Introductory Psychology Course

ERIC Educational Resources Information Center

Goodwin, Kerri A.

2007-01-01

In contrast to "Just Say No" lectures on drug use common in K to 12 drug education programs (e.g., Drug Abuse Resistance Education, or D.A.R.E.), this activity used peer teaching in an Introductory Psychology course to promote active learning and open discussion of controversial issues about drug use. Working in small groups, students researched…

Motivational Meteorology.

ERIC Educational Resources Information Center

Benjamin, Lee

1993-01-01

Describes an introductory meteorology course for nonacademic high school students. The course is made hands-on by the use of an educational software program offered by Accu-Weather. The program contains a meteorology database and instructional modules. (PR)

Using a Hybrid Approach to Facilitate Learning Introductory Programming

ERIC Educational Resources Information Center

Cakiroglu, Unal

2013-01-01

In order to facilitate students' understanding in introductory programming courses, different types of teaching approaches were conducted. In this study, a hybrid approach including comment first coding (CFC), analogy and template approaches were used. The goal was to investigate the effect of such a hybrid approach on students' understanding in…

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

ERIC Educational Resources Information Center

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Introduction to Biological Research: A Laboratory Course in Microbiology

ERIC Educational Resources Information Center

Dudley, Aimee M.; Cardozo, David Lopes

2006-01-01

In this paper, the authors describe their development of an introductory laboratory course in microbiology that is geared towards students in grades 8-10. The course was developed as part of the Mentoring for Science Program at Harvard Medical School, an outreach program created by the Minority Faculty Development Program, directed towards…

Addressing Drop-Out and Sustained Effort Issues with Large Practical Groups Using an Automated Delivery and Assessment System

ERIC Educational Resources Information Center

de-la-Fuente-Valentin, Luis; Pardo, Abelardo; Kloos, Carlos Delgado

2013-01-01

The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the…

Mississippi Curriculum Framework for Horticulture Technology Cluster (Program CIP: 01.0601--Horticulture Serv. Op. & Mgmt., Gen.) (Program CIP: 01.0605--Landscaping Op. & Mgmt.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the horticulture technology programs cluster. Presented in the introductory section are a framework of programs and courses, description of the programs, and suggested course sequences for…

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…

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

ERIC Educational Resources Information Center

Duncan, Hollis; Dick, Thomas

2000-01-01

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

Technological Tools in the Introductory Statistics Classroom: Effects on Student Understanding of Inferential Statistics

ERIC Educational Resources Information Center

Meletiou-Mavrotheris, Maria

2004-01-01

While technology has become an integral part of introductory statistics courses, the programs typically employed are professional packages designed primarily for data analysis rather than for learning. Findings from several studies suggest that use of such software in the introductory statistics classroom may not be very effective in helping…

Microbiology in Introductory Biology.

ERIC Educational Resources Information Center

Callery, Michael L.; And Others

1980-01-01

Describes a microbiology unit developed for an introductory college biology course in which the identity of an unknown bacterium is determined. Also described is an interactive taxonomy computer program which aids in the identity of the unknown organism. (CS)

How to Recognize Success and Failure: Practical Assessment of an Evolving, First-Semester Laboratory Program Using Simple, Outcome-Based Tools

ERIC Educational Resources Information Center

Gron, Liz U.; Bradley, Shelly B.; McKenzie, Jennifer R.; Shinn, Sara E.; Teague, M. Warfield

2013-01-01

This paper presents the use of simple, outcome-based assessment tools to design and evaluate the first semester of a new introductory laboratory program created to teach green analytical chemistry using environmental samples. This general chemistry laboratory program, like many introductory courses, has a wide array of stakeholders within and…

Cyberspace in the Curricula: New Legal and Ethical Issues.

ERIC Educational Resources Information Center

Smethers, J. Steven

1998-01-01

Finds that most journalism and mass communication programs integrate legal and ethical issues surrounding cyberspace and interactive media into existing courses, especially into ethics and communication law courses, but also into introductory survey courses, communication technology, and reporting classes. Details reasons why some programs do not…

The Role of an Actuarial Director in the Development of an Introductory Program

ERIC Educational Resources Information Center

Staples, Susan G.

2014-01-01

We describe the roles and duties of a director in developing an introductory actuarial program. Degree plan design, specialized exam courses, internship classes, coordination of efforts with Economics and Finance Departments, opportunities for creating a minor in actuarial mathematics, actuarial clubs, career advice, and interaction with actuarial…

Formal Methods, Design, and Collaborative Learning in the First Computer Science Course.

ERIC Educational Resources Information Center

Troeger, Douglas R.

1995-01-01

A new introductory computer science course at City College of New York builds on a foundation of logic to teach programming based on a "design idea," a strong departure from conventional programming courses. Reduced attrition and increased student and teacher enthusiasm have resulted. (MSE)

Evaluating Effectiveness of Pair Programming as a Teaching Tool in Programming Courses

ERIC Educational Resources Information Center

Faja, Silvana

2014-01-01

This study investigates the effectiveness of pair programming on student learning and satisfaction in introductory programming courses. Pair programming, used in the industry as a practice of an agile development method, can be adopted in classroom settings to encourage peer learning, increase students' social skills, and enhance student…

Developing a Technology Enhanced CS0 Course for Engineering Students

ERIC Educational Resources Information Center

Lokkila, Erno; Kaila, Erkki; Lindén, Rolf; Laakso, Mikko-Jussi; Sutinen, Erkki

2016-01-01

The CS0 course in the curriculum typically has the role of introducing students into basic concepts and terminology of computer science. Hence, it is used to form a base on which the subsequent programming courses can build on. However, much of the effort to build better methodologies for courses is spent on introductory programming courses…

Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?

ERIC Educational Resources Information Center

Owhoso, Vincent; Malgwi, Charles A.; Akpomi, Margaret

2014-01-01

The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL])…

Effects of a Case-Based Reasoning System on Student Performance in a Java Programming Course

ERIC Educational Resources Information Center

Schmidt, Cecil

2007-01-01

The purpose of this study was to determine if a case-based reasoning tool would improve a student's understanding of the complex concepts in a Java programming course. Subjects for the study were randomly assigned from two sections of an introductory Java programming course. Posttests were used to measure the effects of the case-based reasoning…

Mississippi Curriculum Framework for Automotive Technology Programs (CIP: 47.0604--Automotive Mechanic/Tech.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the automotive technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Automotive Machinist (Program CIP: 47.0690--Auto Machinist). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the automotive machinist programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Medical Assisting Technology Programs (CIP: 51.0801--Medical Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the medical assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

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 CS1 Pedagogical Approach to Parallel Thinking

ERIC Educational Resources Information Center

Rague, Brian William

2010-01-01

Almost all collegiate programs in Computer Science offer an introductory course in programming primarily devoted to communicating the foundational principles of software design and development. The ACM designates this introduction to computer programming course for first-year students as CS1, during which methodologies for solving problems within…

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,…

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.

Mississippi Curriculum Framework for Dental Assisting Technology Programs (Program CIP: 51.0601--Dental Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II…

Teaching Introductory Programming to IS Students: Java Problems and Pitfalls

ERIC Educational Resources Information Center

Pendergast, Mark O.

2006-01-01

This paper examines the impact the use of the Java programming language has had on the way our students learn to program and the success they achieve. The importance of a properly constructed first course in programming cannot be overstated. A course well experienced will leave students with good programming habits, the ability to learn on their…

Mississippi Curriculum Framework for Welding and Cutting Programs (Program CIP: 48.0508--Welder/Welding Technologist). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the welding and cutting programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Mississippi Curriculum Framework for Surgical Technology Programs (CIP: 51.0909--Surgical/Operating Room Tech.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the surgical technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program,…

Are Case Studies a Good Teaching Tool for CS1?

DTIC Science & Technology

1995-01-01

old AP/CS tests to compare our students’ performance against the results obtained by ETS. Currently, the introductory courses at CMU are taught using...Carrasquel, J., Goldenson, D. & Miller, P. L. (1985). Competency Testing in Introductory Computer Science: The Mastery Examination at Carnegie Mellon... courses is that many places do not have enough facilities (or the necessary time) required for long programming assignments. In our opinion, using case

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.

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…

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.

Mississippi Curriculum Framework for Veterinary Technology (Program CIP: 51.0808--Veterinarian Asst./Animal Health). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the veterinary technology program. Presented in the introductory section are a of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of…

Teaching Introductory GIS Programming to Geographers Using an Open Source Python Approach

ERIC Educational Resources Information Center

Etherington, Thomas R.

2016-01-01

Computer programming is not commonly taught to geographers as a part of geographic information system (GIS) courses, but the advent of NeoGeography, big data and open GIS means that programming skills are becoming more important. To encourage the teaching of programming to geographers, this paper outlines a course based around a series of…

Mississippi Curriculum Framework for Collision Repair Technology (Program CIP: 47.0603--Auto/Autobody Repair). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the collision repair technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequences for 1- and 2-year certificates. Section…

Mississippi Curriculum Framework for Forestry Technology (Program CIP: 03.0401--Forest Harvesting and Production Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the forestry technology program cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the…

Mississippi Curriculum Framework for Ophthalmic Technology (Program CIP: 51.1801--Opticianry/Dispensing Optician). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the ophthalmic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II…

Mississippi Curriculum Framework for Health Care Assistant (Program CIP: 51.1614--Nursing Assistant/Aide). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the health care assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the nurse…

Mississippi Curriculum Framework for Plumber and Pipefitter/Steamfitter (Program CIP: 46.0501--Plumber and Pipefitter). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the plumber and pipefitter/steamfitter cluster. Presented in the introductory section are program descriptions and suggested course sequences for the plumbing and pipefitting programs. Section…

Mississippi Curriculum Framework for Medical Radiologic Technology (Radiography) (CIP: 51.0907--Medical Radiologic Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the radiologic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program,…

Mississippi Curriculum Framework for Civil Technology (Program CIP: 15.0201--Civil Engineering/Civil Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the civil technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section…

Mississippi Curriculum Framework for Medical Laboratory Technology Programs (CIP: 51.1004--Medical Laboratory Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the medical laboratory technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Implementation of Assurance of Learning Plans: An Accounting Program and Individual Course Analysis

ERIC Educational Resources Information Center

Christensen, Anne L.; Judd, Andrew J.; Nichols, Nancy B.

2011-01-01

The authors surveyed faculty at AACSB-accredited schools regarding the learning goals and measures for their accounting programs as well as course objectives for the introductory tax course. They found over 50% of respondents were still developing their learning goals and measures and only 18% of respondents had completed 2 or more rounds of…

Mississippi Curriculum Framework for Emergency Medical Technology--Basic (Program CIP: 51.0904). Emergency Medical Technology--Paramedic (Program CIP: 51.0904). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the emergency medical technology (EMT) programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline…

Impact of a Short Pre-Freshman Program on Retention

ERIC Educational Resources Information Center

Wischusen, Sheri M.; Wischusen, E. William; Pomarico, Steven M.

2011-01-01

The Biology Intensive Orientation for Students (BIOS) Program at Louisiana State University was designed to increase the success of incoming freshman biology majors in the first course in their major. The program combined content lectures and examinations for BIOL 1201-Introductory Biology for Science Majors, the first course in their major, as…

Class modality, student characteristics, and performance in a community college introductory STEM course

NASA Astrophysics Data System (ADS)

Fogle, Thomas Ty

Research on introductory STEM course performance has indicated that student characteristics (age, ethnicity and gender) and Grade Point Average (G.P.A.) can be predictive of student performance, and by implication, a correlation among these factors can help determine course design interventions to help certain types of students perform well in introductory STEM courses. The basis of this study was a community college Visual Basic programming course taught in both online and hybrid format. Beginning students in this course represented a diverse population residing in a large, mid-western, city and surrounding communities. Many of these students were defined as "at-Risk" or "non-traditional, which generally means any combination of socio-economic, cultural, family and employment factors that indicate a student is non-traditional. Research has shown these students struggle academically in technologically dense STEM courses, and may require student services and support to achieve their individual performance goals. The overall number in the study range was 392 distance students and 287 blended course students. The main question of this research was to determine to what extent student characteristics in a community college context, and previous success, as measured in overall G.P.A., were related to course performance in an introductory Visual Basic programming (STEM) course; and, whether or not a combination of these factors and course modality was predictive of success. The study employed a quantitative, quasi-experimental design to assess whether students' course performance was linked to course modality, student characteristics and overall G.P.A. The results indicated that the only predictor of student performance was overall G.P.A. Despite the research analyzed in Chapter 2, there was no statistically significant relationship to modality, age, ethnicity, or gender to performance in the course. Cognitive load is significant in a computer programming course and it was theorized that would be expanded in an online context. However, the results of the analysis showed that course modality did not affect the chances of students performing well. Internal validity constraints may have contributed to the results, as the course is highly controlled and modularized in both online and hybrid format, and taught by few instructors, all of whom are available for face to face problem solving for both online and hybrid students.

Why Study Geoscience? Identifying Effective Recruitment and Retention Strategies for an Undergraduate Earth & Environmental Sciences Program

NASA Astrophysics Data System (ADS)

Vajoczki, S.; Eyles, C. H.; Stewart, J.; Dasilva, L.

2005-12-01

McMaster University is a `research intensive' university with 17,000+ full time undergraduate students. The School of Geography and Earth Sciences (SGES) is located within the Faculty of Science, offers B.Sc., B.A., M.Sc., M.A. and PhD degree programs and teaches more than 70 undergraduate courses on an annual basis. The Honours B.Sc program in Earth and Environmental Sciences (EES) graduates approximately 25 students per year. Students enroll in undergraduate SGES programs in their second year, after completion of an introductory first year in the Faculty of Science in which they take compulsory science courses including math, physics, chemistry, and biology. First year students, as well as those in upper years, may also elect to take one or more of three introductory courses offered by SGES (Earth & the Environment, The Living Environment, Atmosphere & Hydrosphere) to complete their science requirements. Most students entering the Faculty of Science know little about geoscience as it does not form an important part of the Ontario secondary school curriculum. Hence, recruitment into the EES program is primarily via the first year courses. In order to establish reasons why students elected to take the introductory courses offered by SGES, and their reasons for considering subsequent entry to the B.Sc program, a survey of students taking one of the courses was conducted in the fall of 2003. Results from the survey indicate that students enroll in the course, and subsequently the EES program, for a variety of reasons including: general interest in how the planet works, concern for the environment, interesting title of the course and reputation of the instructor. Student concern over lack of potential jobs is cited as the main reason for not pursuing a degree in geoscience. This survey has helped to direct the multifaceted recruitment strategies used by SGES to continue to develop its undergraduate program through delivery of high quality first year courses. Additional recruitment strategies used to recruit and retain high quality students include an active undergraduate society and departmental events that contribute towards a culture of learning and sense of belonging that is sought by students.

Introductory Epidemiology. An Instructor Resource Guide. Appendix to a Final Report on the Paraprofessional Rurally Oriented Family Home Health Training Program.

ERIC Educational Resources Information Center

Best, Stephen H.; Myer, Donna Foster

This instructor's resource guide, one in a series of products from a project to develop an associate degree program for paraprofessional rural family health promoters, deals with teaching a course in introductory epidemiology. Covered in the first section of the guide are the role of epidemiology in rural health promotional training, general…

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.

Mississippi Curriculum Framework for Brick, Block, and Stonemasonry (Program CIP: 46.0101--Mason and Tile Setter). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the brick, block, and stonemasonry program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the…

Mississippi Curriculum Framework for Postsecondary Child Development Technology Programs (CIP: 20.0201--Child Care & Guidance Workers & Mgr). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the child development technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Mississippi Curriculum Framework for Fashion Marketing Technology (Program CIP: 08.0101--Apparel and Accessories Mkt. Op., Gen.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the fashion marketing technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Teaching Computer Science: A Problem Solving Approach that Works.

ERIC Educational Resources Information Center

Allan, V. H.; Kolesar, M. V.

The typical introductory programming course is not an appropriate first computer science course for many students. Initial experiences with programming are often frustrating, resulting in a low rate of successful completion, and focus on syntax rather than providing a representative picture of computer science as a discipline. The paper discusses…

Program Guide for Criminal Justice.

ERIC Educational Resources Information Center

Stinchcomb, James D.

This program guide is intended to assist practitioners in developing a course to prepare students for employment in the fields of law enforcement, courts, and corrections in the state of Florida. The introductory sections describe the major concepts and content addressed in the course and the responsibilities of criminal justice sworn personnel,…

Interdisciplinary Studies Program. Teacher's Guide: Part III.

ERIC Educational Resources Information Center

Valencia Community Coll., Orlando, FL.

This teacher's guide was developed for the third of four courses in Valencia Community College's Interdisciplinary Studies program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the course's topic (i.e., Western…

Computer Programming: BASIC.

ERIC Educational Resources Information Center

Fisher, Patience; And Others

This guide was prepared to help teachers of the Lincoln Public School's introductory computer programming course in BASIC to make the necessary adjustments for changes made in the course since the purchase of microcomputers and such peripheral devices as television monitors and disk drives, and the addition of graphics. Intended to teach a…

Mississippi Curriculum Framework for Diesel Equipment Technology (CIP: 47.0605--Diesel Engine Mechanic & Repairer). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the diesel equipment technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Mississippi Curriculum Framework for Dental Hygiene Technology (Program CIP: 51.0602--Dental Hygienist). Postsecondary Education.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental hygiene technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II…

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…

Mississippi Curriculum Framework for Physical Therapist Assistant (CIP: 51.0806--Physical Therapy Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the physical therapy assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section…

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.

Graphical User Interface Programming in Introductory Computer Science.

ERIC Educational Resources Information Center

Skolnick, Michael M.; Spooner, David L.

Modern computing systems exploit graphical user interfaces for interaction with users; as a result, introductory computer science courses must begin to teach the principles underlying such interfaces. This paper presents an approach to graphical user interface (GUI) implementation that is simple enough for beginning students to understand, yet…

Enhancing Diversity in the Geosciences through National Dissemination of the AMS Online Weather Studies Distance Learning Course

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2002-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in an introductory geoscience course simply because none is offered at their college or university. Often introductory or survey courses are a student's first exposure to the geosciences. To help alleviate this problem, the American Meteorological Society (AMS) through its Education Program developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course will be offered at 130 colleges and universities nationwide, including 30 minority-serving institutions, 20 of which have joined the AMS Online Weather Studies Diversity Program during 2002. The AMS encourages course adoption by more institutions serving large numbers of minority students through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time-a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Diversity Program, in cooperation with the National Weather Service (NWS) facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants then join an interactive network to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. They participate in a mentoring program that networks students with professional meteorologists and provides opportunities for internships, summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have volunteered their time to help make these opportunities possible. Also, participants are invited to attend the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present a paper or poster.

Turkish 12 Week Course.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

This audiolingual beginner's course has been prepared for the Defense Language Institute intensive program in modern spoken Turkish. The course, consisting of six volumes of basic text in 55 units begins with an introductory section which presents the linguistic background, phonology, and distinguishing features of Turkish. The lesson format…

Evolving Roles For Teaching Assistants In Introductory Courses

NASA Astrophysics Data System (ADS)

Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process in these and other departments, the MinT (Mentors in Teaching) program provides resources and a learning community for advanced graduate students who mentor TAs. There is clearly more to do, but we have come a long way from sink or swim toward an enriched infrastructure of support for teaching and learning in the introductory science classroom.

On Study Habits on an Introductory Course on Programming

ERIC Educational Resources Information Center

Willman, Salla; Lindén, Rolf; Kaila, Erkki; Rajala, Teemu; Laakso, Mikko-Jussi; Salakoski, Tapio

2015-01-01

Computer aided assessment systems enable the collection of exact time and date information on students' activity on a course. These activity patterns reflect students' study habits and these study habits further predict students' likelihood to pass or fail a course. By identifying such patterns, those who design the courses can enforce positive…

Diversified Research Methods Education in LIS: Thinking outside the Box

ERIC Educational Resources Information Center

Luo, Lili

2017-01-01

A small number of LIS degree programs have adopted a diversified approach to research methods education, including offering an array of specialized research methods courses in addition to a general introductory course. The current study conducted an in-depth investigation of the diversified research methods curriculum of the LIS program at San…

A Treatment of Computational Precision, Number Representation, and Large Integers in an Introductory Fortran Course

ERIC Educational Resources Information Center

Richardson, William H., Jr.

2006-01-01

Computational precision is sometimes given short shrift in a first programming course. Treating this topic requires discussing integer and floating-point number representations and inaccuracies that may result from their use. An example of a moderately simple programming problem from elementary statistics was examined. It forced students to…

Relationships among Learning Styles and Motivation with Computer-Aided Instruction in an Agronomy Course

ERIC Educational Resources Information Center

McAndrews, Gina M.; Mullen, Russell E.; Chadwick, Scott A.

2005-01-01

Multi-media learning tools were developed to enhance student learning for an introductory agronomy course at Iowa State University. During fall 2002, the new interactive computer program, called Computer Interactive Multimedia Program for Learning Enhancement (CIMPLE) was incorporated into the teaching, learning, and assessment processes of the…

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

NASA Astrophysics Data System (ADS)

Kurkovsky, Stan

2013-06-01

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

Alignment of TAs' beliefs with practice and student perception

NASA Astrophysics Data System (ADS)

Chini, Jacquelyn J.; Al-Rawi, Ahlam

2013-01-01

Graduate teaching assistants (TAs) play an important role in introductory physics courses, particularly in large enrollment courses where the TA may be viewed as more approachable and accessible than the lecture instructor. Thus, while TAs may still be in the process of developing their views on teaching physics, their practices directly influence a large number of introductory students. As the first steps in reforming our introductory courses and TA training program, we collected multiple types of data on TAs teaching in traditional algebra-based physics laboratories. Drawing on prior work on TAs' pedagogical knowledge, we explore how the beliefs expressed by TAs in interviews align with their practices during a laboratory video-taped mid-semester. Additionally, we explore how both the TAs' expressed beliefs and practices align with students' responses to an end-of-semester TA evaluation survey.

Understanding and Affecting Science Teacher Candidates' Scientific Reasoning in Introductory Astrophysics

ERIC Educational Resources Information Center

Steinberg, Richard; Cormier, Sebastien

2013-01-01

This study reports on a content course for science immersion teacher candidates that emphasized authentic practice of science and thinking scientifically in the context of introductory astrophysics. We explore how 122 science teacher candidates spanning three cohorts did and did not reason scientifically and how this evolved in our program. Our…

Using the Community as a Classroom for Large Introductory Sociology Classes.

ERIC Educational Resources Information Center

Corwin, Patricia

1996-01-01

Explores how a student service program can be implemented without a large staff and without cost, in large introductory sociology classes as part of an extra-credit project, while augmenting course material as an active learning component. Discusses a class that fits this description at North Dakota State University. (MJP)

Community Driven Introduction to Social Work Course

ERIC Educational Resources Information Center

Riffe, Holly A.; Olson, Carole J.

2012-01-01

Introductory courses in undergraduate social work and human services programs have received scant attention in the literature despite having considerable responsibility in their curricula. In addition to providing a foundation for the courses that follow, they introduce students to the diverse settings in which social work and human services…

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…

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…

Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

ERIC Educational Resources Information Center

Montiel, Mariana; Bhatti, Uzma

2010-01-01

This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

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.

Problem Solving Variations in an Online Programming Course

ERIC Educational Resources Information Center

Ebrahimi, Alireza

2007-01-01

An observation on teaching introductory programming courses on SLN for a period of two terms led me to believe that online students try various ways to solve a problem. In the beginning, I got the impression that some of their approaches for a solution were wrong; but after a little investigation, I found that some of the problem-solving…

Effects of Using Alice and Scratch in an Introductory Programming Course for Corrective Instruction

ERIC Educational Resources Information Center

Chang, Chih-Kai

2014-01-01

Scratch, a visual programming language, was used in many studies in computer science education. Most of them reported positive results by integrating Scratch into K-12 computer courses. However, the object-oriented concept, one of the important computational thinking skills, is not represented well in Scratch. Alice, another visual programming…

Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-Year Undergraduates at Universidad Andres Bello, Chile

ERIC Educational Resources Information Center

Jiménez, Verónica A.; Acuña, Fabiola C.; Quiero, Felipe J.; López, Margarita; Zahn, Carmen I.

2015-01-01

This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population…

ePortfolios and Interdisciplinary Adult Degree Programs

ERIC Educational Resources Information Center

Bryant, Layne Ray; Rust, Dianna Zeh; Fox-Horton, Julie; Johnson, Amy Denise

2017-01-01

This article discusses the use of ePortfolios in interdisciplinary online adult degree programs at two universities. Whereas one university uses the ePortfolio only in a capstone course, the other institution introduces the ePortfolio in an introductory course that focuses on goal setting and then has students add content to the ePortfolio in the…

Gaming in Second Life via Scratch4SL: Engaging High School Students in Programming Courses

ERIC Educational Resources Information Center

Pellas, Nikolaos; Peroutseas, Efstratios

2016-01-01

While pedagogical and technological affordances of three-dimensional (3D) multiuser virtual worlds in various educational disciplines are largely well-known, a study about their effect on high school students' engagement in introductory programming courses is still lacking. This case study presents students' opinions about their participation in a…

Chemical Equilibrium, Unit 2: Le Chatelier's Principle. A Computer-Enriched Module for Introductory Chemistry. Student's Guide and Teacher's Guide.

ERIC Educational Resources Information Center

Jameson, A. Keith

Presented are the teacher's guide and student materials for one of a series of self-instructional, computer-based learning modules for an introductory, undergraduate chemistry course. The student manual for this unit on Le Chatelier's principle includes objectives, prerequisites, pretest, instructions for executing the computer program, and…

A Web of Resources for Introductory Computer Science.

ERIC Educational Resources Information Center

Rebelsky, Samuel A.

As the field of Computer Science has grown, the syllabus of the introductory Computer Science course has changed significantly. No longer is it a simple introduction to programming or a tutorial on computer concepts and applications. Rather, it has become a survey of the field of Computer Science, touching on a wide variety of topics from digital…

ZAP! Adapted: Incorporating design in the introductory electromagnetism lab

NASA Astrophysics Data System (ADS)

McNeil, J. A.

2002-04-01

In the last decade the Accreditation Board of Engineering and Technology(ABET) significantly reformed the criteria by which engineering programs are accredited. The new criteria are called Engineering Criteria 2000 (EC2000). Not surprisingly, engineering design constitutes an essential component of these criteria. The Engineering Physics program at the Colorado School of Mines (CSM) underwent an ABET general review and site visit in the fall of 2000. In preparation for this review and as part of a campus-wide curriculum reform the Physics Department was challenged to include elements of design in its introductory laboratories. As part of the background research for this reform, several laboratory programs were reviewed including traditional and studio modes as well as a course used by Cal Tech and MIT called "ZAP!" which incorporates design activities well-aligned with the EC2000 criteria but in a nontraditional delivery mode. CSM has adapted several ZAP! experiments to a traditional laboratory format while attempting to preserve significant design experiences. The new laboratory forms an important component of the reformed course which attempts to respect the psychological principles of learner-based education. This talk reviews the reformed introductory electromagnetism course and how the laboratories are integrated into the pedagogy along with design activities. In their new form the laboratories can be readily adopted by physics departments using traditional delivery formats.

Mississippi Curriculum Framework for Machine Tool Operation/Machine Shop and Tool and Die Making Technology Cluster (Program CIP: 48.0507--Tool and Die Maker/Technologist) (Program CIP: 48.0503--Machine Shop Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the machine tool operation/machine tool and tool and die making technology programs cluster. Presented in the introductory section are a framework of courses and programs, description of the…

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…

Solar Energy: Non-Residential Applications and Future Technology: Student Material. First Edition.

ERIC Educational Resources Information Center

Takacs, Robert; Orsak, Charles G., Jr.

Student materials are presented for the course, Non-Residential Applications and Future Technology, one of seven core courses in Navarro College's two-year associate degree program for solar technicians. First, introductory material discusses the form and objectives of the course and ways of using the student materials. Next, readings, worksheets,…

Warehousing Operations.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on warehousing operations is designed to provide instruction in the procedures used in warehousing operations. Introductory materials include specific information for MCI students and a study guide (guidelines to complete the course). The 22-hour…

Increasing Student Performance through the Use of Web Services in Introductory Programming Classrooms: Results from a Series of Quasi-Experiments

ERIC Educational Resources Information Center

Hosack, Bryan; Lim, Billy; Vogt, W. Paul

2012-01-01

An introduction to programming course can be a challenge for both students and instructors. This paper describes a study that introduced Web services (WS) and Service-Oriented Architecture in Information Systems 1 (IS 1) and Computer Science 1 (CS 1) programming courses over a two-year period. WS were used as an instruction tool based on their…

Mississippi Curriculum Framework for Residential Carpentry Technology (Program CIP: 46.0201--Carpenter). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for certificate of residential carpentry and residential carpentry technology programs. Presented in the introductory section are program descriptions and suggested course sequences for both programs. Section I lists…

Growing a Science Internship One Year at a Time: Updates to the Science Undergraduate Laboratory Internship Program D. Ortiz-Arias, A. Dominguez, A. Zwicker, S. Greco

NASA Astrophysics Data System (ADS)

Ortiz, Deedee; Dominguez, Arturo; Zwicker, Andrew; Greco, Shannon

2016-10-01

Between 1993-2014, the National Undergraduate Fellowship (NUF) program, sponsored by the DOE Office of Fusion Energy Sciences, provided summer research internships for outstanding undergraduate students from around the country. Since then, the NUF program was merged into the Science Undergraduate Laboratory Internship (SULI) program, sponsored by the DOE Office of Workforce Development for Teachers and Students. While there were many similarities between the two programs, the SULI program did not include the one-week introductory course in plasma physics or the opportunity for participants to present their summer research results at this meeting. In the past two years, working with representatives from both OFES and WDTS, we have again implemented some of the most important components of the NUF program. The week-long, introductory course in plasma physics is included and streamed live- especially important since most undergraduate physics students have not taken a plasma physics course before they begin their research. Students are again able to present their research to our community, a critical component of a full research experience and plans are underway to obtain additional funding to once again include universities as eligible host sites.

A Coherent Content Storyline Approach for Introductory Astronomy

NASA Astrophysics Data System (ADS)

Palma, Christopher; Flarend, A.; McDonald, S.; Kregenow, J. M.

2014-01-01

The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. Part of the multi-faceted ESSP effort includes revising the curriculum of university science classes known to be taken by large numbers of elementary pre-service teachers. By adopting research-based pedagogical approaches in our courses, we hope to expose these pre-service teachers to excellent examples of science teaching. In this presentation, we will discuss changes made in a pilot study to one section of our introductory astronomy survey course. There have been many articles published in the Astronomy Education Review and elsewhere that detail research-based pedagogical practices for introductory astronomy courses. Many of those practices (such as from the Center for Astronomy Education) have been incorporated into introductory astronomy courses at Penn State. However, our work with middle-grades teachers in the ESSP project is based on two key practices: a Claims, Evidence, and Reasoning (CER) framework (McNeill & Krajcik 2012) and a coherent science content storyline (Roth,et. al., 2011). As a first step in modeling these practices in our University courses, we reorganized our Astro course using a content storyline approach. We plan to incorporate CER activities into the course next year that advance the storyline described. In this poster, we present the storyline developed by our team, which we believe was successful in its pilot, and was built around a conceptually coherent presentation of the diverse set of phenomena typical of an introductory astronomy course. We adopted as our main learning goal a statement based on the cosmological principle that the physical laws throughout the Universe are identical everywhere. In addition, we organized the class schedule to connect the work done in each class to this storyline. We suggest that a coherent content storyline is a useful tool for others who teach broad survey astronomy courses similar to ours at Penn State. We gratefully acknowledge support from the NSF MSP program award DUE#0962792.

Using a Serious Game Approach to Teach Secure Coding in Introductory Programming: Development and Initial Findings

ERIC Educational Resources Information Center

Adamo-Villani, Nicoletta; Oania, Marcus; Cooper, Stephen

2013-01-01

We report the development and initial evaluation of a serious game that, in conjunction with appropriately designed matching laboratory exercises, can be used to teach secure coding and Information Assurance (IA) concepts across a range of introductory computing courses. The IA Game is a role-playing serious game (RPG) in which the student travels…

Pair Programming in Education: A Literature Review

ERIC Educational Resources Information Center

Hanks, Brian; Fitzgerald, Sue; McCauley, Renee; Murphy, Laurie; Zander, Carol

2011-01-01

This article provides a review of educational research literature focused on pair programming in the undergraduate computer science curriculum. Research suggests that the benefits of pair programming include increased success rates in introductory courses, increased retention in the major, higher quality software, higher student confidence in…

Residue Management: A Computer Program About Conservation Tillage Decisions.

ERIC Educational Resources Information Center

Thien, Steve J.

1986-01-01

Describes a computer program, Residue Management, which is designed to supplement discussions on the Universal Soil Loss Equation and the impact of tillage on soil properties for introductory soil courses. The program advances the user through three stages of residue management. Information on obtaining the program is also included. (ML)

The Impact of Prior Programming Knowledge on Lecture Attendance and Final Exam

ERIC Educational Resources Information Center

Veerasamy, Ashok Kumar; D'Souza, Daryl; Lindén, Rolf; Laakso, Mikko-Jussi

2018-01-01

In this article, we report the results of the impact of prior programming knowledge (PPK) on lecture attendance (LA) and on subsequent final programming exam performance in a university level introductory programming course. This study used Spearman's rank correlation coefficient, multiple regression, Kruskal-Wallis, and Bonferroni correction…

Building a Community of Inquiry and Analytical Skills in an Online History Course

ERIC Educational Resources Information Center

Stover, Sheri; Pollock, Sean

2014-01-01

The purpose of this case study was to assess a history instructor's attempt to redesign an introductory history survey course. Traditionally, it has been taught in a face-to-face environment within the university's core curriculum program. It was redesigned as a synchronous online course that provided students with opportunities to work…

Design and Delivery of a New Course of Information Technology for Small Business

ERIC Educational Resources Information Center

Wang, Shouhong; Wang, Hai

2015-01-01

Many university or college business programs offer majors or concentrations of small business management, but few of them offer a course of information technology (IT) for small business, despite the fact that IT plays an important role in the management of innovative small businesses. While introductory information systems (IS) courses emphasize…

Internationalizing the Business Curriculum at Small Colleges: The Introductory Seminar Approach.

ERIC Educational Resources Information Center

Greenfield, Gerald Michael

The University of Wisconsin-Parkside offered an experimental course on international business in seminar form as a means of trying an interdisciplinary venture in a new area without commitment to a course structure. The seminar was developed as part of the international studies program, which draws on existing courses in several disciplines, and…

The U.C.C. (Sales) as an Introductory Law School Course.

ERIC Educational Resources Information Center

Brown, Ronald Benton

1980-01-01

A provisional admissions program at Nova University Law Center allows students who do not qualify for admission to take two summer courses to prove their ability to succeed. One of the courses offered, Commercial Transactions I (Sales), which covers parts of the Uniform Commercial Code, is described and its suitability for beginning law students…

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…

A Self-Instructional Course in Student Financial Aid Administration. Module 1--Student Financial Aid Administration: Course Study Guide & Introduction to the Field. Second Edition.

ERIC Educational Resources Information Center

Washington Consulting Group, Inc., Washington, DC.

The first of a 17-module self-instructional course, this module provides neophyte financial aid administrators and other instructional personnel with a systematic introduction to the management of federal financial aid programs authorized by Title IV of the Higher Education Act. It is an introductory course that presents the major responsibilities…

Learning Programming Patterns Using Games

ERIC Educational Resources Information Center

de Aquino Leal, Alexis Vinícius; Ferreira, Deller James

2016-01-01

There is still no pedagogy to teach programming that stands out significantly from others and no consensus on what is the best way for learning programming. There is still a need to develop new teaching methods for learning in introductory programming courses. This paper presents a pedagogic approach in support of creativity in programming and the…

Equine Management and Production. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This package contains the instructor's manual, instructor's resource package, and student workbook for a 1-year introductory course in equine management and production. The course emphasizes the skills needed to manage small one- or two-horse facilities and to enter postsecondary equine education programs. The instructor's manual presents basic…

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…

Crane and Excavator Operator.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on crane and excavator operation is designed to enable the crane and excavator operator to perform his/her duties more proficiently. Introductory materials include specific information for MCI students, a course introduction, and a study guide…

Humanities at College of San Mateo.

ERIC Educational Resources Information Center

San Mateo Coll., CA.

Descriptions are provided for the courses in the College of San Mateo's new Humanities program. As introductory material notes, these team-taught, interdisciplinary courses were designed to be taken independently in various combinations depending upon the student's major or interests. They carry three units of transferable credit and satisfy…

Flipping Engineering Courses: A School Wide Initiative

ERIC Educational Resources Information Center

Clark, Renee M.; Besterfield-Sacre, Mary; Budny, Daniel; Bursic, Karen M.; Clark, William W.; Norman, Bryan A.; Parker, Robert S.; Patzer, John F., II; Slaughter, William S.

2016-01-01

In the 2013-2014 school year, we implemented the "flipped classroom" as part of an initiative to drive active learning, student engagement and enhanced learning in our school. The flipped courses consisted of freshman through senior engineering classes in introductory programming, statics/mechanics, mechanical design, bio-thermodynamics,…

Master Plan: The Introduction of Computer Science and Computer Related Instructional Programs, 1982-1985. Office of Instruction Publication Report No. 82-07.

ERIC Educational Resources Information Center

Veley, Victor F.; And Others

This report presents a master plan for the development of computer science and computer-related programs at Los Angeles Trade-Technical College for 1982 through 1985. Introductory material outlines the main elements of the plan: to analyze existing computer courses, to create new courses in Laser Technology, Genetic Engineering, and Robotics; and…

Content Analysis of the Practicum Course in the Master of Science in Educational Leadership/Administration Program

ERIC Educational Resources Information Center

Norman, Scott W.

2013-01-01

In this study, I explored the overall efficacy of the Master of Science in Educational Leadership/ Administration (MSEL/A) program at Florida State University (FSU), by taking a closer look at the introductory course, Practicum in Educational Leadership (the Practicum), as well as the final assessment, the student e-portfolio. The MSEL/A at FSU is…

Does the transition to an active-learning environment for the introductory course reduce students' overall knowledge of the various disciplines in biology?

PubMed

Simurda, Maryanne C

2012-01-01

As biology education is being redesigned toward an interdisciplinary focus and as pedagogical trends move toward active-learning strategies and investigative experiences, a restructuring of the course content for the Introductory Biology course is necessary. The introductory course in biology has typically been a survey of all the biosciences. If the total number of topics covered is reduced, is the students' overall knowledge of biology also reduced? Our introductory course has been substantially modified away from surveying the biological sciences and toward providing a deep understanding of a particular biological topic, as well as focusing on developing students' analytical and communication skills. Because of this shift to a topic-driven approach for the introductory course, we were interested in assessing our graduating students' overall knowledge of the various biological disciplines. Using the Major Field Test - Biology (Educational Testing Service (ETS), Princeton, NJ), we compared the test performance of graduating students who had a traditional lecture-based introductory course to those who had a topic-driven active-learning introductory course. Our results suggest that eliminating the traditional survey of biology and, instead, focusing on quantitative and writing skills at the introductory level do not affect our graduating students' overall breadth of knowledge of the various biosciences.

Assessment of an undergraduate university chemistry course for science and engineering majors

NASA Astrophysics Data System (ADS)

Taggart, Austin Dale, II

An assessment of the introductory chemistry program for science and engineering majors at the University of Houston has been carried out. The goal of the study was to assess the program in light of its history and from the viewpoints of both the introductory chemistry students and their faculty members. Archival data for the program were reviewed over the time period 1998--2003. Included were the ethnographic data, the academic performance data of students as measured by their class grades, and the student satisfaction data as measured by their end-of-class student survey responses. Over 10,000 archival student records were reviewed. The existing end of class survey was expanded to cover a wider range of categories, including curriculum, instruction, student academic background, learning style, attitude, motivation, evaluation, and levels of effort. A survey pilot study and two research surveys were carried out; about one thousand students were surveyed in 2007--2008. By correlating the survey item responses given by students to their predicted student grades, student identified success factors were identified. Benchmarking insights from other successful programs and significant trends were provided to further benefit the program. Long interviews with four of the introductory chemistry instructors served to assess the nature of the program from the perspective of the teaching faculty. A set of 15 interview questions were posed to each faculty member, and the views of faculty embers were captured and summarized. The unintended consequences of maintaining high academic standards of success with evaluation based upon on-line problem solving for a student body with a great diversity of backgrounds in large lecture classes were high rates of failure and attrition. About half of the introductory chemistry students failed to complete their first semester course with a passing grade. Employing lecture styles that support greater student engagement, counseling underprepared students, enforcement of prerequisites, and ensuring that students in introductory chemistry are keeping up with assignments may also serve to improve attendance and achievement.

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

Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course.

ERIC Educational Resources Information Center

Skudrna, Vincent J.

1997-01-01

Discusses the role of computer assisted instruction (CAI) in undergraduate education via a survey of related literature and specific applications. Describes an undergraduate computer concepts course and includes appendices of instructions, flowcharts, programs, sample student work in accounting, COBOL instructional model, decision logic in a…

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…

Challenges in Database Design with Microsoft Access

ERIC Educational Resources Information Center

Letkowski, Jerzy

2014-01-01

Design, development and explorations of databases are popular topics covered in introductory courses taught at business schools. Microsoft Access is the most popular software used in those courses. Despite quite high complexity of Access, it is considered to be one of the most friendly database programs for beginners. A typical Access textbook…

If You Post It, Will They Come? Lecture Availability in Introductory Psychology

ERIC Educational Resources Information Center

Hove, M. Christina; Corcoran, Kevin J.

2008-01-01

Web-enhanced educational programs such as Blackboard (2003; http://www.blackboard.com/) provide opportunities for instructors to make supplemental course materials available to students. However, little research has investigated the effects of unlimited access to course lectures on achievement and attendance in traditional postsecondary classroom…

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…

Reforming a Large Foundational Course: Successes and Challenges

ERIC Educational Resources Information Center

Talanquer, Vicente; Pollard, John

2017-01-01

Calls for educational reform in undergraduate STEM education have become more prominent in recent years, particularly in introductory/foundational courses. Such reform efforts were initiated 10 years ago in the general chemistry program at the University of Arizona. In this contribution, we describe the major successes and challenges encountered…

Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

PubMed

Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

2017-11-01

The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

Using Robotics to Improve Retention and Increase Comprehension in Introductory Programming Courses

ERIC Educational Resources Information Center

Pullan, Marie

2013-01-01

Several college majors, outside of computer science, require students to learn computer programming. Many students have difficulty getting through the programming sequence and ultimately change majors or drop out of college. To deal with this problem, active learning techniques were developed and implemented in a freshman programming logic and…

Systematic Literature Review Protocol: Teaching Novices Programming Using Robots

ERIC Educational Resources Information Center

Major, Louis

2010-01-01

Teaching computer programming to novices is a difficult task due to the complex nature of the subject, as negative stereotypes are associated with programming and because introductory programming courses often fail to encourage student understanding. This Protocol outlines the plan that is to be followed in order to investigate the effectiveness…

Base Numeration Systems and Introduction to Computer Programming.

ERIC Educational Resources Information Center

Kim, K. Ed.; And Others

This teaching guide is for the instructor of an introductory course in computer programming using FORTRAN language. Five FORTRAN programs are incorporated in this guide, which has been used as a FORTRAN IV SELF TEACHER. The base eight, base four, and base two concepts are integrated with FORTRAN computer programs, geoblock activities, and related…

A Microcomputer Program for Evaluating Pumping Test Results for Confined Aquifers.

ERIC Educational Resources Information Center

Smith, Stephen M.

1986-01-01

Describes an interactive, self-prompting BASIC program that can be incorporated in introductory and intermediate hydrology courses. Exlains how the program can be used to evaluate pumping test data and also to calculate transmissivity and storativity values of confined aquifers. The program is written for the IBM PC. (ML)

Implementing 'The Math You Need' in an Introductory Physical Geology Course at California State University East Bay

NASA Astrophysics Data System (ADS)

Moran, J. E.

2011-12-01

The wide range of abilities in the student population at California State University East Bay, with a significant fraction of students under-prepared and requiring mathematics remediation, is a challenge to including mathematical concepts and exercises in our introductory geoscience courses. Student expectations that a geoscience course will not include quantitative work may result in math-phobics choosing the course and resisting quantitative work when presented with it. Introductory courses that are required for Geology and Environmental Science majors are also designated as General Education, which gives rise to a student group with a wide range of abilities and expectations. This presentation will focus on implementation of a series of online math tutorials for students in introductory geoscience courses called 'The Math You Need' (TMYN; http://serc.carleton.edu/mathyouneed/index.html). The program is implemented in a Physical Geology course, in which 2/3 of the students are typically non-majors. The Physical Geology course has a three hour lab each week and the lab exercises and lab manual offer several opportunities for application of TMYN. Many of the lab exercises include graphing, profiling, working with map scales, converting units, or using equations to calculate some parameter or solve for an unknown. Six TMYN modules covering topics using density calculations as applied to mineral properties and isostasy, graphing as applied to rock properties, earthquake location, and radiometric dating, and calculation of rates as applied to plate movement, stream discharge, and groundwater flow, are assigned as pre-labs to be completed before lab classes. TMYN skills are reinforced during lectures and lab exercises, as close in time as possible to students' exposure via TMYN. Pre- and post-tests give a measure of the effectiveness of TMYN in improving students' quantitative literacy.

Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2002-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

Humanities Curriculum Guide.

ERIC Educational Resources Information Center

Stafford, Mary Ann

Designed as a model for a high school humanities program, this publication outlines a two-course, two-year elective in humanities for high school juniors and seniors. Introductory material includes an overview of the program and its history, credits, goals of the program, and an introduction to humanities. The major portion of the guide contains…

Global Issues in an Introductory Earth Science Course.

ERIC Educational Resources Information Center

Pierce, James P.

Information is provided explaining the incorporation of global issues units into an introductory earth science course at Skagit Valley Community College (Mount Vernon, Washington). First, a short description is provided of the original format of the earth science course, which was designed as an introductory level survey course covering topics in…

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…

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

An Evaluation of Micro PLATO Fortran 77 Instruction.

ERIC Educational Resources Information Center

Funk, Kenneth; And Others

1986-01-01

Evaluated the use of computer assisted instruction in teaching Fortran 77 in the College of Engineering at Oregon State University. Also investigated the effect of such factors as mathematics and computer programming background on student performance in an introductory programming course sequence. (JN)

Computer-Assisted Programmed Instruction in Textiles.

ERIC Educational Resources Information Center

Kean, Rita C.; Laughlin, Joan

Students in an introductory textiles course at the University of Nebraska's College of Home Economics actively participate in the learning experience through a self-paced instructional technique. Specific learning packets were developed adapting programmed instructional learning materials to computer assisted instruction (CAI). A study booklet…

An Exploration of Interrelationships among Presence Indicators of a Community of Inquiry in a 3D Game-Like Environment for High School Programming Courses

ERIC Educational Resources Information Center

Pellas, Nikolaos

2017-01-01

The combination of Open Sim and Scratch4OS can be a worthwhile innovation for introductory programming courses, using a Community of Inquiry (CoI) model as a theoretical instructional design framework. This empirical study had a threefold purpose to present: (a) an instructional design framework for the beneficial formalization of a virtual…

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…

Working with Disciplinary Artifacts: An Introductory Writing Studies Course for Writing Majors

ERIC Educational Resources Information Center

Ostergaard, Lori

2015-01-01

WRT 329: Introduction to Writing Studies is a course in Oakland University's (OU) Writing and Rhetoric major program that provides students with a survey of composition studies as an academic discipline. It includes an examination of the history, theories, research, curricula, and pedagogies associated with composition studies in the university.…

First-Year Writing: What Good Does It Do? A Policy Research Brief

ERIC Educational Resources Information Center

National Council of Teachers of English, 2013

2013-01-01

First-year writing (FYW) courses, long a common introductory experience for college students, regardless of location or institution type, are currently being challenged by a number of alternatives. These challenges include online courses and/or MOOCS, various "test-out" options, and dual-enrollment programs. Although they differ from one…

Development of Oral Health Training for Rural and Remote Aboriginal Health Workers.

ERIC Educational Resources Information Center

Pacza, Tom; Steele, Lesley; Tennant, Marc

2001-01-01

A culturally appropriate oral health training course tailored to the needs of rural Aboriginal health workers was developed in Western Australia. The course is taught in three modules ranging from introductory material to comprehensive practical and theoretical knowledge of basic dental health care. The program encourages Aboriginal health workers…

Course-Based Support for Peer-Led Study Group Facilitators in a Large Instructional Team

ERIC Educational Resources Information Center

Barnard, Rachel A.; Boothe, Jordan R.; Salvatore, Joe; Emerson, Kelley; Boone, Allison; Sandler, Claire; Coppola, Brian P.

2018-01-01

An institutionalized program of peer-led study groups (PLSG) adds instructional power to our large-enrollment introductory organic chemistry courses. Concomitantly, there is a challenge to keep the instructional philosophy and subject matter coherent with the faculty expectations and goals across this diverse group of undergraduate instructors.…

Some Experience with Interactive Computing in Teaching Introductory Statistics.

ERIC Educational Resources Information Center

Diegert, Carl

Students in two biostatistics courses at the Cornell Medical College and in a course in applications of computer science given in Cornell's School of Industrial Engineering were given access to an interactive package of computer programs enabling them to perform statistical analysis without the burden of hand computation. After a general…

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)

The Psychometric Toolbox: An Excel Package for Use in Measurement and Psychometrics Courses

ERIC Educational Resources Information Center

Ferrando, Pere J.; Masip-Cabrera, Antoni; Navarro-González, David; Lorenzo-Seva, Urbano

2017-01-01

The Psychometric Toolbox (PT) is a user-friendly, non-commercial package mainly intended to be used for instructional purposes in introductory courses of educational and psychological measurement, psychometrics and statistics. The PT package is organized in six separate modules or sub-programs: Data preprocessor (descriptive analyses and data…

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.…

My Car Is a Lemon! Use of the Better Business Bureau's Auto Line[R] Program as a Pedagogical Model of ADR

ERIC Educational Resources Information Center

Steslow, Donna M.

2010-01-01

Alternative dispute resolution (ADR) is normally included as part of an introductory business law/legal environment course. While some business schools offer stand-alone ADR courses, the majority do not. As a result, a business student's only exposure to ADR processes may be through a Legal Studies in Business course. Several scholars have created…

Exploring Poetry through Interactive Computer Programs.

ERIC Educational Resources Information Center

Nimchinsky, Howard; Camp, Jocelyn

The goal of a project was to design, test, and evaluate several computer programs that allow students in introductory literature and poetry courses to explore a poem in detail and, through a dialogue with the program, to develop their own interpretation of it. Computer programs were completed on poems by Robert Frost and W.H. Auden. Both programs…

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…

The Application of Language Acquisition Theory to Programming Concept Instruction: Chunks versus Programs from Scratch.

ERIC Educational Resources Information Center

Applin, Elizabeth Anne Gates

This study explored the relationship between assignment-based teaching methods and achievement in an introductory programming course. Subjects in the study were 42 community college students in south Mississippi. All participants completed the Watson-Glaser Critical Thinking Appraisal and the Productive Environment Preferences Survey. These…

Whatever Happened to Richard Reid's List of First Programming Languages?

ERIC Educational Resources Information Center

Siegfried, Robert M.; Greco, Daniel M.; Miceli, Nicholas G.; Siegfried, Jason P.

2012-01-01

Throughout the 1990s, Richard Reid of Michigan State University maintained a list showing the first programming language used in introductory programming courses taken by computer science and information systems majors; it was updated for several years afterwards by Frances Van Scoy of West Virginia University. However, it has been 5 years since…

Ability-Training-Oriented Automated Assessment in Introductory Programming Course

ERIC Educational Resources Information Center

Wang, Tiantian; Su, Xiaohong; Ma, Peijun; Wang, Yuying; Wang, Kuanquan

2011-01-01

Learning to program is a difficult process for novice programmers. AutoLEP, an automated learning and assessment system, was developed by us, to aid novice programmers to obtain programming skills. AutoLEP is ability-training-oriented. It adopts a novel assessment mechanism, which combines static analysis with dynamic testing to analyze student…

Audio-Tutorial Instruction: A Strategy For Teaching Introductory College Geology.

ERIC Educational Resources Information Center

Fenner, Peter; Andrews, Ted F.

The rationale of audio-tutorial instruction is discussed, and the history and development of the audio-tutorial botany program at Purdue University is described. Audio-tutorial programs in geology at eleven colleges and one school are described, illustrating several ways in which programs have been developed and integrated into courses. Programs…

Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University

NASA Astrophysics Data System (ADS)

Etkina, E.; Gibbons, K.; Holton, B. L.; Horton, G. K.

1999-09-01

In order to provide a physics instructional environment in which at-risk students (particularly women and minorities) can successfully learn and enjoy introductory physics, we have introduced Extended General Physics as an option for science, science teaching, and pre-health professions majors at Rutgers University. We have taught the course for the last five years. In this new course, we have used many elements that have been proven to be successful in physics instruction. We have added a new component, the minilab, stressing qualitative experiments performed by the students. By integrating all the elements, and structuring the time the students invest in the course, we have created a successful program for students-at-risk, indeed for all students. Our aim was not only to foster successful mastery of the traditional physics syllabus by the students, but to create a sense of community through the cooperation of students with each other and their instructors. We present a template for implementation of our program elsewhere.

Studio Physics at the Colorado School of Mines: A model for iterative development and assessment

NASA Astrophysics Data System (ADS)

Kohl, Patrick; Kuo, Vincent

2009-05-01

The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Based on this previous success, over the past 18 months we have converted the second semester of our traditional calculus-based introductory physics course (Physics II) to a Studio Physics format. In this talk, we describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), failure rates, and exam scores. We also report on recent attempts to involve students in the department's Senior Design program with our course. Our ultimate goal is to construct one possible model for a practical and successful transition from a lecture course to a Studio (or Studio-like) course.

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,…

Peer Tutoring in Programming: Lessons Learned

ERIC Educational Resources Information Center

Gerhardt, Jill; Olan, Michael

2010-01-01

This article describes our experience with peer tutoring in introductory programming courses. This tutoring concept was one of the integral support services out of five student services, which were part of a National Science Foundation Grant, designed to improve education, increase retention, improve professional development and employability, and…

MBA Curriculum: The Role of an Introductory "Toolkit" Course

ERIC Educational Resources Information Center

Carson, Charles M.; Jones, Steven T.; Dance, Jeffrey W.; Finch, James H.; Holloway, Betsy B.; Reburn, James P.; Belski, William H.

2013-01-01

Graduate business students enter MBA programs intent on completing their degrees to open new professional opportunities and enhance their prospective career earnings potential. Because of the diversity of backgrounds new students bring into their MBA programs, large variations exist among their academic and professional backgrounds. Curriculums…

Program of Studies: Distributive Education: Grades 7-12.

ERIC Educational Resources Information Center

Fairfax County Schools, VA.

The first section of the distributive education curriculum guide for grades 7-12 provides brief introductory statements concerning program and course descriptions and the role of Distributive Education Clubs of America (DECA) and business community advisory committees in the distributive education curriculum. Section 2 provides detailed…

Colorado Model Content Standards: Foreign Language.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

The model course content standards for foreign language instruction in Colorado's public schools, K-12, provide guidelines, not curriculum, for school districts to design language programs. An introductory section presents some basic considerations in program design. The two general standards for foreign language performance are that: (1) students…

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)

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…

Persistence of physics and engineering students via peer mentoring, active learning, and intentional advising

NASA Astrophysics Data System (ADS)

McCavit, K.; Zellner, N. E. B.

2016-11-01

Albion College, a private, undergraduate-only, liberal arts college in Michigan, USA, has developed and implemented a low-cost peer-mentoring programme that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. This enhanced mentoring programme provides much-needed assistance for undergraduate students to master introductory physics and mathematics coursework, to normalise the struggle of learning hard material, and to accept their identity as physics or engineering students (among other goals). Importantly, this programme has increased retention among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20% increase in retention from first-semester to third-semester physics courses compared to years when this programme was not in place.

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.…

Outdoor Living Skills: Instructors Manual for Administering the OLS Program in a Camp and for Teaching the Program Leader Course. Revised Edition.

ERIC Educational Resources Information Center

American Camping Association, Martinsville, IN.

This manual is designed as a tool for teaching and administering the Outdoor Living Skills (OLS) program in a camp and for training program leaders. Introductory sections address the following: (1) program overview and program materials; (2) people and their environment (physiological and psychological concerns of children and youth, understanding…

Improving the Laboratory Experience for Introductory Geology Students Using Active Learning and Evidence-Based Reform

NASA Astrophysics Data System (ADS)

Oien, R. P.; Anders, A. M.; Long, A.

2014-12-01

We present the initial results of transitioning laboratory activities in an introductory physical geology course from passive to active learning. Educational research demonstrates that student-driven investigations promote increased engagement and better retention of material. Surveys of students in introductory physical geology helped us identify lab activities which do not engage students. We designed new lab activities to be more collaborative, open-ended and "hands-on". Student feedback was most negative for lab activities which are computer-based. In response, we have removed computers from the lab space and increased the length and number of activities involving physical manipulation of samples and models. These changes required investment in lab equipment and supplies. New lab activities also include student-driven exploration of data with open-ended responses. Student-evaluations of the new lab activities will be compiled during Fall 2014 and Spring 2015 to allow us to measure the impact of the changes on student satisfaction and we will report on our findings to date. Modification of this course has been sponsored by NSF's Widening Implementation & Demonstration of Evidence Based Reforms (WIDER) program through grant #1347722 to the University of Illinois. The overall goal of the grant is to increase retention and satisfaction of STEM students in introductory courses.

Ada in Introductory Computer Science Courses

DTIC Science & Technology

1993-01-01

Ada by Daniel F. Stubbs and Neil W. Webre Course Objective: To introduce the students to the basic classical data structures of computer science...Introduction to Ada, Chapman & Hall, 1993, London Dale/Weems/McCormick, Programming and Problem Solving with Ada, D. C. Heath and Company, 1994, MA Feldman...Daniel F. Stubbs and Neil W. Webre - Course Objective: To introduce the students to the basic classical data structures of computer science

Figuratively Speaking: Analogies in the Accounting Classroom

ERIC Educational Resources Information Center

Tucker, Basil P.

2017-01-01

One of the foundational subjects comprising most Master of Business Administration (MBA) programs is an introductory accounting course, in which students are exposed to the study of financial and management accounting at a basic level. For many students accounting is arguably the most feared subject in the MBA program. Although some students…

Towards Architecture for Pedagogical and Game Scenarios Adaptation in Serious Games

ERIC Educational Resources Information Center

Debabi, Wassila; Champagnat, Ronan

2017-01-01

Serious games seem to be a promising alternative to traditional practices for learning. Recently, their use in computer science education and learning programming became more widespread. Actually, many students in programming courses have difficulties to master all required competencies and skills especially at introductory level and games have…

Interdisciplinary Studies Program. Teacher's Guide: Part IV.

ERIC Educational Resources Information Center

Valencia Community Coll., Orlando, FL.

This teacher's guide was developed for the last of four courses in Valencia Community College's Interdisciplinary Studies program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's content (i.e., the…

Using Arduino to Teach Programming to First-Year Computer Science Students

ERIC Educational Resources Information Center

Tan, Wee Lum; Venema, Sven; Gonzalez, Ruben

2017-01-01

Transitioning to university is recognised as a challenging endeavour for commencing students. For commencing Computer Science students specifically, evidence suggests a link between poor performance in introductory technical courses, such as programming, and high attrition rates. Building resilience in students, particularly at the start of their…

Interdisciplinary Studies Program. Teacher's Guide: Part II.

ERIC Educational Resources Information Center

Valencia Community Coll., Orlando, FL.

This teacher's guide was developed for the second of four courses in Valencia Community College's Interdisciplinary Studies Program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's topic (i.e., the…

Microworlds for Learning Object-Oriented Programming: Considerations from Research to Practice

ERIC Educational Resources Information Center

Djelil, Fahima; Albouy-Kissi, Adelaide; Albouy-Kissi, Benjamin; Sanchez, Eric; Lavest, Jean-Marc

2016-01-01

Object-Oriented paradigm is a common paradigm for introductory programming courses. However, many teachers find that transitioning to teaching this paradigm is a difficult task. To overcome this complexity, many experienced teachers use microworlds to give beginner students an intuitive and rapid understanding of fundamental abstract concepts of…

Interdisciplinary Studies Program. Teacher's Guide: Part I.

ERIC Educational Resources Information Center

Valencia Community Coll., Orlando, FL.

This teacher's guide was developed for the first of four courses in Valencia Community College's Interdisciplinary Studies Program, a 2-year core general education curriculum which chronologically examines the major developments in the evolution of human knowledge. The guide provides an introductory overview of the semester's topic (i.e., the…

Testing Frequency in an Introductory Computer Programming Course

ERIC Educational Resources Information Center

Adkins, Joni K.; Linville, Diana R.

2017-01-01

This paper reports the findings of a study done to determine if increasing the number of exams in a course had an effect on student grades. Some studies have found that more frequent exams positively influence scores while other studies have found more frequent exams do not make a difference in student achievement. This study examines the impact…

Latin America: A Filmic Approach. Latin American Studies Program, Film Series No. 1.

ERIC Educational Resources Information Center

Campbell, Leon G.; And Others

This document describes a university course designed to provide an historical understanding of Latin America through feature films. The booklet contains an introductory essay on the teaching of a film course on Latin America, a general discussion of strengths and weaknesses of student analyses of films, and nine analyses written by students during…

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

ERIC Educational Resources Information Center

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-01-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: "Studio 1.00" that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a…

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…

Animal Science Technology. An Experimental Developmental Program. Volume II, Curriculum Course Outlines.

ERIC Educational Resources Information Center

Brant, Herman G.

This volume, the second of a two part evaluation report, is devoted exclusively to the presentation of detailed course outlines representing an Animal Science Technology curriculum. Arranged in 6 terms of study (2 academic years), outlines are included on such topics as: (1) Introductory Animal Science, (2) General Microbiology, (3) Zoonoses, (4)…

The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences through Peer-Facilitated Discussion

ERIC Educational Resources Information Center

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-01-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields.…

Web-Based Interactive Steel Sculpture for the Google Generation

ERIC Educational Resources Information Center

Chou, Karen C.; Moaveni, Saeed

2009-01-01

In almost all the civil engineering programs in the United States, a student is required to take at least one design course in either steel or reinforced concrete. One of the topics covered in an introductory steel design course is the design of connections. Steel connections play important roles in the integrity of a structure, and many…

Bench Work and Support Operations, Machine Shop Work--Intermediate: 9555.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outline has been prepared as a guide to assist the instructor to plan systematically and to present meaningful lessons programmed to meet the necessary training needed by the machine shop student who has completed an introductory course in machine tool technology. The five blocks of instruction contained in this outline are designed to…

Peterson's Summer Study Abroad: A Guide to Summer Academic and Language Programs. First Edition.

ERIC Educational Resources Information Center

Peterson's Guides, Inc., Princeton, NJ.

This guide provides descriptions of over 900 summer academic and language study-abroad programs in 80 countries that range from 1-week language study courses to full-summer university programs. An introductory section provides general information on study abroad programs and the use of the guide. The bulk of the guide consists of individual…

SBL-Online: Implementing Studio-Based Learning Techniques in an Online Introductory Programming Course to Address Common Programming Errors and Misconceptions

ERIC Educational Resources Information Center

Polo, Blanca J.

2013-01-01

Much research has been done in regards to student programming errors, online education and studio-based learning (SBL) in computer science education. This study furthers this area by bringing together this knowledge and applying it to proactively help students overcome impasses caused by common student programming errors. This project proposes a…

Improving Quality and Reducing Cost: Designs for Effective Learning.

ERIC Educational Resources Information Center

Twigg, Carol A.

2003-01-01

Discusses 30 institutions participating in a program exploring how large-enrollment introductory courses can be redesigned using technology to extend access to a new population of students without trading quality for cost savings. (EV)

A Study of College Students' Construct of Parameter Passing Implications for Instruction.

ERIC Educational Resources Information Center

Madison, Sandra Kay

Parameter passing is the mechanism by which various program modules share information in a complex program; this paper was a study of novice programmers' understanding of the parameter construct. The bulk of the data was collected from interviews with eight college students enrolled in a state university introductory computer programming course.…

The TeachScheme! Project: Computing and Programming for Every Student

ERIC Educational Resources Information Center

Felleisen, Matthias; Findler, Robert Bruce; Flatt, Matthew; Krishnamurthi, Shriram

2004-01-01

The TeachScheme! Project aims to reform three aspects of introductory programming courses in secondary schools. First, we use a design method that asks students to develop programs in a stepwise fashion such that each step produces a well-specified intermediate product. Second, we use an entire series of sublanguages, not just one. Each element of…

If You Feed Them, Will They Come? The Use of Social Marketing to Increase Interest in Attending a College Alcohol Program

ERIC Educational Resources Information Center

Palmer, Rebekka S.; Kilmer, Jason R.; Larimer, Mary E.

2006-01-01

The authors used social marketing to design and test advertisement components aimed at increasing students' interest in attending an alcohol program focused on reaching students who drink heavily, although the authors offered no such program. Participants were undergraduate students in introductory psychology courses (N = 551). Questionnaires…

Introductory Computer Programming Course Teaching Improvement Using Immersion Language, Extreme Programming, and Education Theories

ERIC Educational Resources Information Center

Velez-Rubio, Miguel

2013-01-01

Teaching computer programming to freshmen students in Computer Sciences and other Information Technology areas has been identified as a complex activity. Different approaches have been studied looking for the best one that could help to improve this teaching process. A proposed approach was implemented which is based in the language immersion…

A Longitudinal Analysis of the Reid List of First Programming Languages

ERIC Educational Resources Information Center

Siegfried, Robert M.; Siegfried, Jason P.; Alexandro, Gina

2016-01-01

Throughout the 1990s, Richard Reid of Michigan State University maintained a list showing the first programming language used in introductory programming courses taken by computer science and information systems majors; it was updated for several years afterwards with the most recent update done in 2011. This is a follow-up to that last update of…

Learning to Program with Personal Robots: Influences on Student Motivation

ERIC Educational Resources Information Center

McGill, Monica M.

2012-01-01

One of the goals of using robots in introductory programming courses is to increase motivation among learners. There have been several types of robots that have been used extensively in the classroom to teach a variety of computer science concepts. A more recently introduced robot designed to teach programming to novice students is the Institute…

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.

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…

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.

A Semester of Geology in Bermuda.

ERIC Educational Resources Information Center

Pestana, Harold R.

1982-01-01

Described is a nine-week undergraduate semester program (12 credit hours) conducted at the Bermuda Biological Station for Research which included three courses: introductory oceanography, sedimentology, and independent field study. Brief descriptions of sample student projects are included. (DC)

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…

Quantifying the Level of Inquiry in a Reformed Introductory Geology Lab Course

ERIC Educational Resources Information Center

Moss, Elizabeth; Cervato, Cinzia

2016-01-01

As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of ''cookbook'' lab activities was transformed into a sequence of activities based on…

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…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

The Cline Observatory at Guilford Technical Community College

NASA Astrophysics Data System (ADS)

English, T.; Martin, A.; Herrick, D.; Cline, D.

2003-12-01

The Cline Observatory at the Jamestown, NC campus of Guilford Technical Community College (GTCC) was dedicated in 1997. It is the only such facility in the community college systems of the Carolinas. GTCC employs two astronomy faculty and offers multiple sections of introductory courses. The facility utilizes a 16-inch Meade LX-200 under a 6-meter dome, along with accessories for digital imaging and basic spectroscopic studies. An outside observing pad with permanent piers allows smaller instruments to be set up for sessions. In addition to supporting introductory and basic observational astronomy classes, the observatory provides regular outreach programs to serve a variety of constituencies. Public viewings are held once a week; school and community groups schedule visits throughout the year; special lectures bring the latest astronomical topics to the public; and annual conferences are hosted for regional amateur astronomers and for faculty/students from NC academic/research institutions. Volunteer support staff for such programs has been developed through partnership with the local astronomy club and through training via the observational astronomy course. Our courses and outreach programs have been very popular and successful, and the observatory now serves as a focal point of GTCC's public image.

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

Development and Validation of Scores on a Computer Programming Self-Efficacy Scale and Group Analyses of Novice Programmer Self-Efficacy.

ERIC Educational Resources Information Center

Ramalingam, Vennila; Wiedenbeck, Susan

1998-01-01

A 32-item self-efficacy scale for computer programming was developed, primed to the C++ programming language. The scale was administered to 421 students at the beginning and end of an introductory course in C++ programming. There was growth in self-efficacy between two administrations of the scale 12 weeks apart, particularly for students who…

Assessment of Factors that Influence the Recruitment of Majors from Introductory Geology Classes

NASA Astrophysics Data System (ADS)

Hoisch, T. D.; Bowie, J. I.

2009-12-01

In order to guide the formulation of strategies for recruiting undergraduates taking introductory geology courses into the geology program at Northern Arizona University, we surveyed 783 students in introductory geology classes and 23 geology majors in their junior and senior years. Our introductory courses (GLG100, Introduction to Geology; GLG101, Physical Geology; and GLG112, Geologic Disasters) typically enroll ~600 students each semester. The majority of students in these classes are non-majors who take them in order to satisfy a university general education requirement (called “Liberal Studies requirements” at NAU). A large proportion of these students are freshmen (51%) and sophomores (30%), and many have not yet decided on a major or are uncertain about the major they have chosen. Our analysis shows that ~7% of students in the introductory classes are possible candidates for recruitment. Although a small percentage, it represents a large number of individuals, in fact more than could be accommodated were they all to decide to major in geology. Influential factors that weigh in favor of majoring in geology include good employability, good salary potential, and opportunities for working outdoors, field work, observing nature, travel, and environmentally friendly employment. In addition, students view a career as a geologist as potentially the most fulfilling of the different science occupations (biologist, chemist, geologist, environmental scientist, physicist) and among the more environmentally friendly. However, students perceive geology to be the least difficult of the sciences, and geology occupations to be low-paying and low in prestige relative to the other sciences. These negative perceptions could be countered by providing data to introductory students showing the starting salaries of geologists in comparison to other science occupations, and by communicating the rigorous nature of the more advanced classes in the geology degree program. A preliminary finding of this study is that administering surveys may have the beneficial unintended consequence of inspiring students in introductory classes to reconsider their choice of major. From the Fall 2007 semester to the Spring 2008 semester, 14 of 573 introductory students or 2.4% continued into a geology course that can serve as the second course in the major, whereas from the Fall 2008 semester to the Spring 2009 semester, 24 of 609 students or 4.0% continued, a 67% increase in the rate of continuation. One possible explanation for the dramatic increase is that surveys were administered to students in the introductory classes in Fall 2008 but not in Fall 2007. If administering surveys was in fact the cause of the increase in the continuation rate, then we may have encountered a “Hawthorne effect;” that is, a situation in which the condition of being studied causes subjects to change their behavior. The process of taking the survey may have caused students to reconsider their choice of major, although this was not the intended purpose or design of the surveys.

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…

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…

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…

Historical Evolution of Instructional Technology in Teacher Education Programs: A Ten-Year Update

ERIC Educational Resources Information Center

Betrus, Anthony

2012-01-01

The content and emphasis of the introductory technology courses for undergraduate preservice teachers has historically been examined, with the earliest study conducted by Stracke in 1932. In an attempt to identify trends in the course DeKieffer conducted a series of studies over ten year intervals, in 1947, 1957, 1967, and 1977. In 2000 the first…

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 Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course

ERIC Educational Resources Information Center

Inan, Fethi; Yukselturk, Erman; Kurucay, Murat; Flores, Raymond

2017-01-01

The purpose of this study was to examine whether students' self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The…

Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course

ERIC Educational Resources Information Center

McGowan, Ian S.

2016-01-01

Built on Dabbagh (2005), this paper presents a four component theory-based design framework for an e-learning session in introductory computer programming. The framework, driven by a body of exemplars component, emphasizes the transformative interaction between the knowledge building community (KBC) pedagogical model, a mixed instructional…

Description of an Introductory Learning Strategies Course for the Job Skills Educational Program.

ERIC Educational Resources Information Center

Murphy, Debra Ann; Derry, Sharon J.

The Job Skills Educational Program (JSEP), currently under development for the Army Research Institute, embeds learner strategies training within the context of a basic skills computer-assisted instruction curriculum. The curriculum is designed for low-ability soldiers, and consists largely of instruction in the domain of intellectual skills. An…

Introduction to LogoWriter and Problem Solving for Educators.

ERIC Educational Resources Information Center

Yoder, Sharon Burrowes; Moursund, Dave

This book about Logo programming and problem solving is designed to introduce preservice and inservice teachers to problem solving in a Logo programming environment. Such a unit of study can be an important part of an introductory computers in education course for educators. Although Logowriter--a version of Logo--was developed by Logo Computer…

Teaching and Program Variations in International Business: Past, Present and Future.

ERIC Educational Resources Information Center

Kaynak, Erdener; Schermerhorn, John R., Jr.

1999-01-01

This introductory article in a theme issue identifies common themes in the included papers, such as the need for more "active learning" and "project-based learning," the use of computer technology to facilitate "virtual teamwork," the importance of support services for these initiatives, and reliance on need-oriented programs and courses in…

Students' Understanding of Loops and Nested Loops in Computer Programming: An APOS Theory Perspective

ERIC Educational Resources Information Center

Cetin, Ibrahim

2015-01-01

The purpose of this study is to explore students' understanding of loops and nested loops concepts. Sixty-three mechanical engineering students attending an introductory programming course participated in the study. APOS (Action, Process, Object, Schema) is a constructivist theory developed originally for mathematics education. This study is the…

Creating, Evaluating, and Improving Humorous Cartoons Related to Design Principles for Gifted Education Programs

ERIC Educational Resources Information Center

Rule, Audrey C.; Schneider, Jean S.

2009-01-01

Humor through cartoons is an interesting way to engage students in learning course content. The purpose of this study was to document the process of graduate student-made cartoons that portrayed content about principles of designing gifted education programs. Seventeen graduate students enrolled in an introductory gifted education course…

On the Development of a Programming Teaching Tool: The Effect of Teaching by Templates on the Learning Process

ERIC Educational Resources Information Center

Al-Imamy, Samer; Alizadeh, Javanshir; Nour, Mohamed A.

2006-01-01

One of the major issues related to teaching an introductory programming course is the excessive amount of time spent on the language's syntax, which leaves little time for developing skills in program design and solution creativity. The wide variation in the students' backgrounds, coupled with the traditional classroom (one size-fits-all) teaching…

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…

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)

SIGKit: Software for Introductory Geophysics Toolkit

NASA Astrophysics Data System (ADS)

Kruse, S.; Bank, C. G.; Esmaeili, S.; Jazayeri, S.; Liu, S.; Stoikopoulos, N.

2017-12-01

The Software for Introductory Geophysics Toolkit (SIGKit) affords students the opportunity to create model data and perform simple processing of field data for various geophysical methods. SIGkit provides a graphical user interface built with the MATLAB programming language, but can run even without a MATLAB installation. At this time SIGkit allows students to pick first arrivals and match a two-layer model to seismic refraction data; grid total-field magnetic data, extract a profile, and compare this to a synthetic profile; and perform simple processing steps (subtraction of a mean trace, hyperbola fit) to ground-penetrating radar data. We also have preliminary tools for gravity, resistivity, and EM data representation and analysis. SIGkit is being built by students for students, and the intent of the toolkit is to provide an intuitive interface for simple data analysis and understanding of the methods, and act as an entrance to more sophisticated software. The toolkit has been used in introductory courses as well as field courses. First reactions from students are positive. Think-aloud observations of students using the toolkit have helped identify problems and helped shape it. We are planning to compare the learning outcomes of students who have used the toolkit in a field course to students in a previous course to test its effectiveness.

Students' conceptions of evidence during a university introductory forensic science course

NASA Astrophysics Data System (ADS)

Yeshion, Theodore Elliot

Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are offered for undergraduate science teachers, science teaching programs, and future research.

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

PubMed

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

2010-01-01

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

AMS Online Weather Studies: The National Dissemination of a Distance Learning Course for Enhancing Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

Weinbeck, R. S.; Geer, I. W.; Mills, E. W.; Porter, W. A.; Moran, J. M.

2004-12-01

Our nation faces a serious challenge in attracting young people to science and science-related careers (including teaching). This is particularly true for members of groups underrepresented in science, mathematics, engineering, and technology and is especially acute in the number of minority college students majoring in the geosciences. A formidable obstacle in attracting undergraduates to the geosciences is lack of access, that is, no opportunity to enroll in geoscience courses simply because none is offered at their college or university. Often college-level introductory courses are a student's first exposure to the geosciences. To help alleviate this problem of access, the American Meteorological Society (AMS) has developed and implemented nationally an introductory weather and climate course, Online Weather Studies, which can be added to an institution's menu of general education course offerings. This highly successful course has been licensed by over 230 colleges and universities nationwide, among them 72 minority-serving institutions which have joined via the AMS Online Weather Studies Geosciences Diversity Program since 2002. This program designed to reach institutions serving large numbers of minority students has been made possible through support from the National Science Foundation (NSF) Opportunities for Enhancing Diversity in the Geosciences (OEDG) and Course, Curriculum and Laboratory Improvement-National Dissemination (CCLI-ND) programs. Online Weather Studies is an innovative, 12- to 15-week introductory college-level, online distance-learning course on the fundamentals of atmospheric science. Learner-formatted current weather data are delivered via the Internet and coordinated with investigations keyed to the day's weather. The principal innovation of Online Weather Studies is that students learn about weather as it happens in near real-time - a highly motivational learning experience. The AMS Education Program designed and services this course and makes it available to colleges and universities as a user-friendly turnkey package with electronic and printed components. The AMS Geosciences Diversity Program, in cooperation with the National Weather Service (NWS), facilitates institutional participation in Online Weather Studies. Prior to an instructor's initial offering of the course, he or she is invited to attend a one-week course implementation workshop at the NWS Training Center at Kansas City, MO. Participants are encouraged to share best practices ideas in science content and teaching strategies related to their offering of Online Weather Studies. Through the course homepage, students are provided with information on further studies in the atmospheric sciences, opportunities for internships and summer research, and career counseling. Meteorologists-in-Charge at NWS Weather Forecast Offices across the nation have interacted with minority-serving institutions to encourage adoption of the AMS weather course. Also, participating faculty members are invited to the Educational Symposium of the AMS Annual Meeting where they will attend a special Diversity Session and are encouraged to present posters.

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…

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…

Engineer Equipment Mechanic.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on engineer equipment mechanics is designed to advance the professional competence of privates through sergeants as equipment mechanics, Military Occupation Specialty 1341, and is adaptable for nonmilitary instruction. Introductory materials include…

An Instructional Consultation Service for Graduate Teaching Assistants.

ERIC Educational Resources Information Center

Habel, J. C.; Graveel, J. G.

1988-01-01

Described is a support program that guides prospective college teachers in teaching an introductory soil science laboratory course. Ideas are presented about the preparation for teaching and concerns of teaching assistants. A table citing classroom observation protocol is included. (RT)

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.

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

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…

Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry-Based Philosophy

ERIC Educational Resources Information Center

Cook, Samuel A.; Borkovitz, Debra K.

2017-01-01

In this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to…

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…

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…

Differences between students' estimated and attained grades in a first-year introductory psychology course as a function of identity development.

PubMed

Lange, Clare; Byrd, Mark

2002-01-01

Two hundred sixty-eight first-year university students were surveyed about the state of their identity development and their perceptions regarding chances for academic success in an introductory psychology course. In general, it was found that students who had an adult identity had a more accurate assessment of their chances for success in the course and also used more efficient study strategies. Students who had not completely formed an adult identity, however, were more inaccurate in estimates of their final grades and also seemed to use less productive study strategies. It was concluded that those who have formulated an adult identity might have also developed a more complete understanding of both themselves and their situation. Implications of the findings for further research regarding the effects of identity development on university life, as well as the implications for academic intervention programs, are discussed.

Developing an Intelligent Diagnosis and Assessment E-Learning Tool for Introductory Programming

ERIC Educational Resources Information Center

Huang, Chenn-Jung; Chen, Chun-Hua; Luo, Yun-Cheng; Chen, Hong-Xin; Chuang, Yi-Ta

2008-01-01

Recently, a lot of open source e-learning platforms have been offered for free in the Internet. We thus incorporate the intelligent diagnosis and assessment tool into an open software e-learning platform developed for programming language courses, wherein the proposed learning diagnosis assessment tools based on text mining and machine learning…

minimUML: A Minimalist Approach to UML Diagramming for Early Computer Science Education

ERIC Educational Resources Information Center

Turner, Scott A.; Perez-Quinones, Manuel A.; Edwards, Stephen H.

2005-01-01

In introductory computer science courses, the Unified Modeling Language (UML) is commonly used to teach basic object-oriented design. However, there appears to be a lack of suitable software to support this task. Many of the available programs that support UML focus on developing code and not on enhancing learning. Programs designed for…

Interviews with College Students: Evaluating Computer Programming Environments for Introductory Courses

ERIC Educational Resources Information Center

Uysal, Murat Pasa

2014-01-01

Different methods, strategies, or tools have been proposed for teaching Object Oriented Programming (OOP). However, it is still difficult to introduce OOP to novice learners. The problem may be not only adopting a method or language, but also use of an appropriate integrated development environment (IDE). Therefore, the focus should be on the…

Vacation Study Abroad, 1991: An IIE Guide to Study Abroad.

ERIC Educational Resources Information Center

Steen, Sara J., Ed.; Battle, Ed, Ed.

This directory provides information on summer higher education programs ranging from 1 week to several months, and on short courses of varying lengths in the fall, winter, and spring that take place in countries other than the United States. An introductory section describes the organization of the listings, which provide program sponsor and name,…

Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

ERIC Educational Resources Information Center

Goff, Lori

2011-01-01

A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the…

Variation in Sustainability Competency Development According to Age, Gender, and Disciplinary Affiliation: Implications for Teaching Practice and Overall Program Structure

ERIC Educational Resources Information Center

Remington-Doucette, Sonya; Musgrove, Sheryl

2015-01-01

Purpose: The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. University sustainability programs intend to provide integrated education that fosters the key…

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.

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…

AORN sales professional course.

PubMed

Moss, R; Thompson, J

1996-04-01

The sales professional course "Introduction to the Operating Room" offered by the AORN Center for Nursing Practice, Health Policy, and Research is an introductory program in OR etiquette. Its purpose is to provide sales professionals a working knowledge of OR protocol for them to function appropriately in OR settings. Sales professionals who have completed this course establish mutually beneficial perioperative partnerships with OR personnel. Sales professionals' effectiveness is strengthened as a result of their newly acquired knowledge of OR protocol, and patient safety is protected. An AORN Certificate of Recognition is awarded on completion of the course.

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.

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…

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…

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…

Exophysics--A New Introductory Physics Course

ERIC Educational Resources Information Center

Mitchell, G. E.

1976-01-01

Provides the outline of an introductory college-level physics course which combines astronomy, astrophysics, relativity and communications with a study of civilizations and the conditions necessary for life. Student comments and an informal evaluation of the course are included. (CP)

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…

Mathematics Preparation and Success in Introductory College Science Courses

NASA Astrophysics Data System (ADS)

Avallone, L. M.; Geiger, L. C.; Luebke, A. E.

2008-12-01

It is a long-held belief that adequate mathematics preparation is a key to success in introductory college science courses. Indeed, a number of recent studies have tested mathematics "fluency" and compared that to performance in introductory physics or chemistry courses. At the University of Colorado at Boulder, we administered a twenty-question math assessment to incoming first-year students as part of orientation registration. The intent of this tool was to provide information for advising new college students about their readiness for college-level science courses, both those for science majors and those for non-scientists. In this presentation we describe the results of the mathematics assessment for two incoming classes in the College of Arts and Sciences at CU-Boulder (about 9,000 students) and its predictive capabilities for success in introductory science courses. We also analyze student performance in these courses (i.e., course grade) with respect to ACT and/or SAT scores. We will present data on the relative success of students in college science courses both with and without prior college-level mathematics courses as well.

A web-based course on complementary medicine for medical students and residents improves knowledge and changes attitudes.

PubMed

Cook, David A; Gelula, Mark H; Lee, Mark C; Bauer, Brent A; Dupras, Denise M; Schwartz, Alan

2007-01-01

There is a growing need to educate physicians about complementary and alternative medicine (CAM). Few introductory courses in CAM have been described. To develop and evaluate an introductory course in CAM for medical students and residents. We conducted a controlled study evaluating a case-based, Web-based course in CAM, making comparison to no intervention. Participants were 123 internal medicine residents, family medicine residents, and 3rd- and 4th-year medical students at academic residency programs in internal medicine and family medicine and two U.S. medical schools. Outcomes included knowledge of CAM, attitudes toward CAM, and course evaluation information. Eighty-nine learners completed the course. Test scores among a subset of these (n = 57) were higher (M +/- SD = 78.7 +/- 10.1) than scores (50.9 +/- 8.5, p < .001) among a no-intervention control group (n = 34), and remained higher (64.9 +/- 11.4) 3 months later. After the course participants felt more comfortable discussing CAM with patients, recognized a greater role for CAM, and knew better where to find information on CAM (ps < .001 compared to baseline). Course ratings were high, although 26% of learners desired greater feedback. This brief course in CAM improved knowledge, changed attitudes, and was well received.

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.…

The national survey of health administration program graduates on management information systems education.

PubMed

Zalkind, D; Malec, B

1988-01-01

A national survey of alumni of AUPHA programs from the classes of 1983, 1984, and 1985 was undertaken to assess their experiences in management information systems education, both formally and on the job. The survey covered 38 AUPHA graduate member programs and resulted in 1,181 responses. Over 40 percent of the alumni indicated that they had had an introductory management information systems (MIS) course in a health administration program. Since graduation, almost 90 percent have had some significant on-the-job involvement with computers, computer-generated information, or MIS. More than one-third of the respondents felt that their MIS course work did not adequately prepare them for what was expected on the job. Alumni stressed that microcomputer software applications, such as spreadsheets and data bases, are important areas for student hands-on experiences. When asked the importance of certain areas to be included in a required introductory MIS course, the alumni also recommended spreadsheet analysis and design, report writing and data presentation, and other management areas. Additional comments suggested more access to personal computers (PCs), more relevance in the curriculum to the "real world," and the importance of MIS to the career paths of alumni. Faculty suggestions from a 1984-85 survey are compared with alumni responses in order to identify curricular changes needed. Recommendations are outlined for consideration.

Examining issues of underrepresented minority students in introductory physics

NASA Astrophysics Data System (ADS)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

PubMed Central

Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

2016-01-01

Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students’ engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors. PMID:27496361

Do-it-yourself statistics: A computer-assisted likelihood approach to analysis of data from genetic crosses.

PubMed Central

Robbins, L G

2000-01-01

Graduate school programs in genetics have become so full that courses in statistics have often been eliminated. In addition, typical introductory statistics courses for the "statistics user" rather than the nascent statistician are laden with methods for analysis of measured variables while genetic data are most often discrete numbers. These courses are often seen by students and genetics professors alike as largely irrelevant cookbook courses. The powerful methods of likelihood analysis, although commonly employed in human genetics, are much less often used in other areas of genetics, even though current computational tools make this approach readily accessible. This article introduces the MLIKELY.PAS computer program and the logic of do-it-yourself maximum-likelihood statistics. The program itself, course materials, and expanded discussions of some examples that are only summarized here are available at http://www.unisi. it/ricerca/dip/bio_evol/sitomlikely/mlikely.h tml. PMID:10628965

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)

An Algebra-Based Introductory Computational Neuroscience Course with Lab.

PubMed

Fink, Christian G

2017-01-01

A course in computational neuroscience has been developed at Ohio Wesleyan University which requires no previous experience with calculus or computer programming, and which exposes students to theoretical models of neural information processing and techniques for analyzing neural data. The exploration of theoretical models of neural processes is conducted in the classroom portion of the course, while data analysis techniques are covered in lab. Students learn to program in MATLAB and are offered the opportunity to conclude the course with a final project in which they explore a topic of their choice within computational neuroscience. Results from a questionnaire administered at the beginning and end of the course indicate significant gains in student facility with core concepts in computational neuroscience, as well as with analysis techniques applied to neural data.

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

ERIC Educational Resources Information Center

Lasko, David J.

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

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…

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…

Improving student learning and views of physics in a large enrollment introductory physics class

NASA Astrophysics Data System (ADS)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.

Pastry Baking.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on pastry baking is designed to provide a source of study materials on the preparation of pastry items within central pastry shops throughout the Marine Corps; it is adaptable for nonmilitary instruction. Introductory materials include specific…

Peer Learning in an Introductory Programming Course.

ERIC Educational Resources Information Center

Lippert, Susan K.; Granger, Mary J.

The role of Information Systems within organizations is constantly changing. Undergraduates concentrating in Information Systems need to acquire the knowledge and skills to compete in this dynamic arena. The undergraduate curriculum must not only address technical knowledge, but also communications and collaborative skills necessary for…

A remote sensing computer-assisted learning tool developed using the unified modeling language

NASA Astrophysics Data System (ADS)

Friedrich, J.; Karslioglu, M. O.

The goal of this work has been to create an easy-to-use and simple-to-make learning tool for remote sensing at an introductory level. Many students struggle to comprehend what seems to be a very basic knowledge of digital images, image processing and image arithmetic, for example. Because professional programs are generally too complex and overwhelming for beginners and often not tailored to the specific needs of a course regarding functionality, a computer-assisted learning (CAL) program was developed based on the unified modeling language (UML), the present standard for object-oriented (OO) system development. A major advantage of this approach is an easier transition from modeling to coding of such an application, if modern UML tools are being used. After introducing the constructed UML model, its implementation is briefly described followed by a series of learning exercises. They illustrate how the resulting CAL tool supports students taking an introductory course in remote sensing at the author's institution.

Implementing a Computer Program that Captures Students' Work on Customizable, Periodic-System Data Assignments

ERIC Educational Resources Information Center

Wiediger, Susan D.

2009-01-01

The periodic table and the periodic system are central to chemistry and thus to many introductory chemistry courses. A number of existing activities use various data sets to model the development process for the periodic table. This paper describes an image arrangement computer program developed to mimic a paper-based card sorting periodic table…

Harvest Health: Translation of the Chronic Disease Self-Management Program for Older African Americans in a Senior Setting

ERIC Educational Resources Information Center

Gitlin, Laura N.; Chernett, Nancy L.; Harris, Lynn Fields; Palmer, Delores; Hopkins, Paul; Dennis, Marie P.

2008-01-01

Purpose: We describe the translation of K. R. Lorig and colleagues' Chronic Disease Self-Management Program (CDSMP) for delivery in a senior center and evaluate pre-post benefits for African American participants. Design and Methods: Modifications to the CDSMP included a name change; an additional introductory session; and course augmentations…

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

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…

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…

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…

Introductory Geophysics at Colorado College: A Research-Driven Course

NASA Astrophysics Data System (ADS)

Bank, C.

2003-12-01

Doing research during an undergraduate course provides stimulus for students and instructor. Students learn to appreciate the scientific method and get hands-on experience, while the instructor remains thrilled about teaching her/his discipline. The introductory geophysics course taught at Colorado College is made up of four units (gravity, seismic, resistivity, and magnetic) using available geophysical equipment. Within each unit students learn the physical background of the method, and then tackle a small research project selected by the instructor. Students pose a research question (or formulate a hypothesis), collect near-surface data in the field, process it using personal computers, and analyse it by creating computer models and running simple inversions. Computer work is done using the programming language Matlab, with several pre-coded scripts to make the programming experience more comfortable. Students then interpret the data and answer the question posed at the beginning. The unit ends with students writing a summary report, creating a poster, or presenting their findings orally. First evaluations of the course show that students appreciate the emphasis on field work and applications to real problems, as well as developing and testing their own hypotheses. The main challenge for the instructor is to find feasible projects, given the time constraints of a course and availability of field sites with new questions to answer. My presentation will feature a few projects done by students during the course and will discuss the experience students and I have had with this approach.

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

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

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2009-05-01

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. We have successfully integrated this approach in the calculus--based introductory physics course at the University of Alabama in Huntsville.

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…

Contrasting Grading Approaches in Introductory Physics and Quantum Mechanics: The Case of Graduate Teaching Assistants

ERIC Educational Resources Information Center

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

2017-01-01

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…

Computer-Assisted Instruction Case Study: The Introductory Marketing Course.

ERIC Educational Resources Information Center

Skinner, Steven J.; Grimm, Jim L.

1979-01-01

Briefly reviews research on the effectiveness of CAI in instruction, and describes a study comparing the performance of students using one program for basic marketing--TRMP (Tutorial Review of Marketing Principles)--with or without a study guide, the study guide alone, and a traditional class. (BBM)

An Evaluation of Computer-Aided Instruction in an Introductory Biostatistics Course.

ERIC Educational Resources Information Center

Forsythe, Alan B.; Freed, James R.

1979-01-01

Evaluates the effectiveness of computer assisted instruction for teaching biostatistics to first year students at the UCLA School of Dentistry. Results do not demonstrate the superiority of CAI but do suggest that CAI compares favorably to conventional lecture and programed instruction methods. (RAO)

Vegetables, Soups, Sauces, Gravies and Beverages.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on vegetables, soups, sauces, gravies, and beverages is designed to increase Marine Corps cooks' effectiveness as food handlers, using the proper techniques in the preparation of these items. Introductory materials include specific information for…

Facilitating Long-Term Changes in Student Approaches to Learning Science

ERIC Educational Resources Information Center

Buchwitz, Brian J.; Beyer, Catharine H.; Peterson, Jon E.; Pitre, Emile; Lalic, Nevena; Sampson, Paul D.; Wakimoto, Barbara T.

2012-01-01

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes…

A "Canned" Computer Lab

ERIC Educational Resources Information Center

Dowling, John, Jr.

1972-01-01

Discusses the use of a set of computer programs (FORTRAN IV) in an introductory mechanics course for science majors. One laboratory activity is described for determining the coefficient of restitution of a glider on an air track. A student evaluation for the lab is included in the appendix. (Author/TS)

Evaluation Techniques for Individualized Instruction: Revision and Summative Evaluation.

ERIC Educational Resources Information Center

Englert, DuWayne C.; And Others

1987-01-01

Describes the collection and analysis of summative data for a slide/tape self-instruction program on an introductory zoology course. Points of concern regarding curricular changes, teaching assistant training, student use, student performance evaluation, development, and revision are discussed from their unique perspectives within the summative…

Salads, Sandwiches and Desserts.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on salads, sandwiches, and desserts is designed to provide Marine food service personnel with a general background in the proper techniques for the preparation of these items. Introductory materials include specific information for MCI students and a…

Interdisciplinary Teams, Mentorship and Intergenerational Service-Learning

ERIC Educational Resources Information Center

Weinreich, Donna M.

2004-01-01

This paper discusses the implementation of an intergenerational service-learning (IS-L) project with a mentorship component for graduate students at Western Michigan University's Gerontology Program. Two classes of students, one graduate and one undergraduate, taking introductory gerontology courses were brought together to complete IS-L projects…

Creating and Teaching a Web-Based, University-Level Introductory Chemistry Course that Incorporates Laboratory Exercises and Active Learning Pedagogies

ERIC Educational Resources Information Center

Phipps, Linda R.

2013-01-01

An introductory, nonscience-majors chemistry course was converted to a Web-based course. The differences in student populations, teaching strategies, laboratory methods, and learning outcomes are described. Practical information is also given on the use of software and other online technology to implement course conversion. (Contains 2 tables.)

A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

ERIC Educational Resources Information Center

Du, Chan

2011-01-01

This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1)…

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…

Astrophysics: An Integrative Course

ERIC Educational Resources Information Center

Gutsche, Graham D.

1975-01-01

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

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…

Exploring Transmedia: The Rip-Mix-Learn Classroom

ERIC Educational Resources Information Center

Benedict, Lucille A.; Champlin, David T.; Pence, Harry E.

2013-01-01

Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This "transmedia" approach assigned students to create sets of collaborative lecture notes into…

Rephrasing Faraday's Law

ERIC Educational Resources Information Center

Hill, S. Eric

2010-01-01

As physics educators, we must often find the balance between simplicity and accuracy. Particularly in introductory courses, it can be a struggle to give students the level of understanding for which they're ready without misrepresenting reality. Of course, it's in these introductory courses that our students begin to construct the conceptual…

A three-year reflective writing program as part of introductory pharmacy practice experiences.

PubMed

Nuffer, Wesley; Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J

2013-06-12

To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Reflective writing was integrated into 6 IPPE courses to develop students' lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor's opinions regarding the student's achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. A 3-year reflective writing program improved pharmacy students' reflection and reflective writing skills.

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.

The Effectiveness of the North Carolina Early Mathematics Placement Test in Preparing High School Students for College-Level Introductory Mathematics Courses

ERIC Educational Resources Information Center

Hilgoe, Ellen; Brinkley, Jason; Hattingh, Johannes; Bernhardt, Robert

2016-01-01

Since its establishment in 1996, the North Carolina Early Mathematics Placement Testing (NC EMPT) Program has provided a low stakes reality check of readiness for college-level mathematics to more than 600,000 high school students statewide. The program strives to help reduce the percentage of incoming college freshmen requiring mathematics…

Creation and Assessment of an Active e-Learning Introductory Geology Course

NASA Astrophysics Data System (ADS)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

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 established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure.

PubMed

Gultice, Amy; Witham, Ann; Kallmeyer, Robert

2015-06-01

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses. Copyright © 2015 The American Physiological Society.

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…

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…

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…

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)

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…

Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership

ERIC Educational Resources Information Center

Harris, Sandra; Lowery-Moore, Hollis; Farrow, Vicky

2008-01-01

This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a…

Humanities II: Man and Revolution.

ERIC Educational Resources Information Center

Stanton School District, Wilmington, DE.

"Man and Revolution," the second syllabus in a sequential program, provides 11th grade students with a humanities course that deals heavily in political theory. The rationale, objectives, guidelines, methods, and arrangement are the same as those described in SO 004 030. The introductory unit, followed by further units, helps students define and…

Steganography and Cryptography Inspired Enhancement of Introductory Programming Courses

ERIC Educational Resources Information Center

Kortsarts, Yana; Kempner, Yulia

2015-01-01

Steganography is the art and science of concealing communication. The goal of steganography is to hide the very existence of information exchange by embedding messages into unsuspicious digital media covers. Cryptography, or secret writing, is the study of the methods of encryption, decryption and their use in communications protocols.…

Antenna Construction and Propagation of Radio Waves.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on antenna construction and propagation of radio waves is designed to provide communicators with instructions in the selection and/or construction of the proper antenna(s) for use with current field radio equipment. Introductory materials include…

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…

Training Teachers and Serving Students: Applying Usability Testing in Writing Programs

ERIC Educational Resources Information Center

McGovern, Heather

2007-01-01

Teachers often test course materials by using them in class. Usability testing provides an alternative: teachers receive student feedback and revise materials "before" teaching a class. Case studies based on interviews and observations with two teaching assistants who usability tested materials before teaching introductory technical writing…

An Intelligent Tutoring System for Introductory C Language Course.

ERIC Educational Resources Information Center

Song, J. S.; And Others

1997-01-01

This discussion of intelligent tutoring systems (ITS) focuses on a description of C-Tutor, a knowledge-based ITS for novice C programmers. The program analyzer, which is a compound of a reverse engineering system and a didactic system, is explained, and implementation and evaluation is discussed. (LRW)

Home Economics Careers in Food Service. Teacher Guide.

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Home Economics Instructional Materials Center.

These instructional materials are designed to assist teacher coordinators in teaching a course of study for home economics careers in food service in a home economics cooperative education program. Introductory materials are an overview containing job descriptions and a sample organizational chart, and a food service employee job analysis. A…

Virtualization for Cost-Effective Teaching of Assembly Language Programming

ERIC Educational Resources Information Center

Cadenas, José O.; Sherratt, R. Simon; Howlett, Des; Guy, Chris G.; Lundqvist, Karsten O.

2015-01-01

This paper describes a virtual system that emulates an ARM-based processor machine, created to replace a traditional hardware-based system for teaching assembly language. The virtual system proposed here integrates, in a single environment, all the development tools necessary to deliver introductory or advanced courses on modern assembly language…

Meats and Meat Cookery.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on meats and meat cookery is designed to help the Marine cook to identify, handle, process, and serve meats, poultry, fish, and shellfish. Introductory materials include specific information for MCI students and a study guide (guidelines to complete…

Administration of Justice: Educational Programs for Community Colleges of California.

ERIC Educational Resources Information Center

Blanchard, Bob; And Others

As an aid for curriculum development officers at the California community colleges, this monograph presents course outlines for a model Administration of Justice curriculum. After introductory material describing the history of the curriculum development project that resulted in the creation of the model, the monograph presents descriptive…

Eighth Grade Social Studies. An Experimental Program in Geography and Anthropology.

ERIC Educational Resources Information Center

Hanson, James; And Others

GRADES OR AGES: Grade 8. SUBJECT MATTER: Geography and Anthropology. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes descriptions of geography and anthropology as disciplines, the basic course objectives, techniques for evaluating objectives and a student self-evaluation form. The guide covers six units: 1) "What Kind of…

Exploring Home Economics Related Careers. Introduction to Vocations.

ERIC Educational Resources Information Center

Hoggatt, Carolyn, Ed.

Developed to meet the career educational needs of students enrolled in home economics courses and/or an introductory vocational program, this document (teacher's copy) contains six units of study focusing on the home economics related careers cycles of: child development and care; clothing, textiles and fashion; food services; institutional,…

Teacher of Teachers: An Interview with James H. Korn

ERIC Educational Resources Information Center

Sikorski, Jason F.

2004-01-01

Jason Sikorski is currently a graduate student in the clinical psychology program at Auburn University. He has taught courses in introductory psychology, experimental psychology, social psychology, and statistics. He served as the first chair of the Society for the Teaching of Psychology's (STP) Graduate Student Teaching Association, which aims to…

Resource Manual for Teacher Training Programs in Economics.

ERIC Educational Resources Information Center

Saunders, Phillip, Ed.; And Others

This resource manual uses a general systems model for educational planning, instruction, and evaluation to describe a college introductory economics course. The goal of the manual is to help beginning or experienced instructors teach more effectively. The model components include needs, goals, objectives, constraints, planning and strategy,…

Robotics for Computer Scientists: What's the Big Idea?

ERIC Educational Resources Information Center

Touretzky, David S.

2013-01-01

Modern robots, like today's smartphones, are complex devices with intricate software systems. Introductory robot programming courses must evolve to reflect this reality, by teaching students to make use of the sophisticated tools their robots provide rather than reimplementing basic algorithms. This paper focuses on teaching with Tekkotsu, an open…

Transportation Systems. TE8126. Technology Education.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational and Technical Education Services.

This curriculum guide has been developed as a resource for teachers (especially in North Carolina) to use in planning and implementing a competency-based instructional management technology program in their schools. The guide contains three main section. The first section contains introductory materials and a course blueprint that lists the…

Strengthening Environmental Engineering Education in Afghanistan through Cooperating Military Academies

NASA Astrophysics Data System (ADS)

Christ, J. A.; Mahbob, M.; Seely, G. E.; Ressler, S. J.

2007-12-01

Many developing countries suffer from substandard employment of environmental engineering and science principles, which leads to poor management of natural and cultural resources, increased public health concerns, and limitations on economic investment and growth. Thus, prior to the implementation of well-intentioned programs designed to promote development, methods for sustaining basic needs, which are the focus of most environmental engineering disciplines, must be designed into the social fabric of the developing culture. Education is a promising method for fostering this development across cultures. Recently, the US Air Force Academy (USAFA) partnered with the US Military Academy (USMA) to implement a Civil Engineering Program at the National Military Academy of Afghanistan (NMAA), Kabul, Afghanistan. This work will outline the process followed during course development, deployment, and implementation, paying particular attention to challenges and benefits at each stage in the process. This cooperation may serve as a model for future implementation of science, technology, engineering and mathematics education programs in developing countries. Consistent with US Civil Engineering programs, the NMAA Civil Engineering program introduces students to a broad range of introductory-level civil engineering subjects--environmental, hydraulic, geotechnical, structural, construction, and transportation engineering. Basic environmental engineering and science principles are addressed through the implementation of an introductory environmental engineering course. Course development followed a three-stage process: (1) course development by US faculty at their home institution, (2) imbedding of US Faculty at the NMAA, and (3) implementation of the course within the NMAA Civil Engineering curriculum using adjunct Afghan faculty hired from Kabul University. An existing environmental engineering course taught at USAFA was used as a model for course development. Although this existing course provided the necessary framework for the Afghan course, there were a number of challenges with tailoring the course material to the education level, experience, and needs of the Afghan students and faculty. These challenges were overcome, in part, during the imbedding process of US instructors within the NMAA faculty. On-site transfer of course material and knowledge proved a necessary step in the implementation of the course. The imbedding process enabled US instructors to discuss the course with current NMAA faculty and identify an implementation path that met the needs of the program while appreciating the uniqueness of the Afghan experience. Implementation of the course is on-going with reach-back capability for Afghan faculty to continue the mentoring relationship with their US colleagues. Challenges that arise during course implementation (e.g., wet lab deployments, field trip relevance) will be overcome and used as learning tools for future course offerings. Ultimately, this course will provide future leaders of Afghanistan with the educational tools to make informed environmental management decisions and will serve as a model for similar courses implemented throughout Afghanistan.

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;…

AIDA and medical courseware.

PubMed

Sollet, P C; de Mol, E J; van Bemmel, J H

1987-01-01

For more than a decade the Department of Medical Informatics has offered one-week training courses on the subject of computer applications in medicine and health care. Since 1983 two courses are given at a rate of one course every two weeks. One course is on programming and problem solving and consists of three modules of increasing complexity in techniques and methods in programming and structured system development. This course focusses on only some aspects of medical informatics: the development of a medical information system, and the problems occurring in the process of automation. These aspects, however, are dealt with in detail. To this end the students are trained in using the programming system MUMPS and the fourth-generation software package AIDA. The second, introductory course is an intensive training on several distinct areas of man-machine interactions. It contains lessons in the fields of communication and recording; storage and retrieval and databases; computation and automation; recognition and diagnosis; and therapy and control. This paper describes the use of AIDA in developing and maintaining lessons for the latter course, and the assistance of AIDA for teaching purposes in the former course.

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…

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

NASA Astrophysics Data System (ADS)

Loehr, John Francis

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

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.

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).

Carbohydrate Analysis: Can We Control the Ripening of Bananas?

NASA Astrophysics Data System (ADS)

Deal, S. Todd; Farmer, Catherine E.; Cerpovicz, Paul F.

2002-04-01

We have developed an experiment for nutritional/introductory biochemistry courses that focuses on carbohydrate analysis--specifically, the carbohydrates found in bananas and the change in carbohydrate composition as the banana ripens. Pairs of students analyze the starch and reducing sugar content of green, ripe, and overripe bananas. Using the techniques and knowledge gained from these analyses, they then investigate the influence of various storage methods on the ripening process. While this experiment was developed for an introductory-level biochemistry lab, it can easily be adapted for use in other laboratory programs that seek to teach the fundamentals of carbohydrate analysis.

Undergraduate Research in Earth Science Classes: Engaging Students in the First Two Years

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.

2014-12-01

The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design, implementation and assessment of student research projects, and all workshop activities are posted on the website: http://serc.carleton.edu/74960

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.

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.

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…

On the Cutting Edge Workshop on Effective and Innovative Course Design: A Model for Designing Rigorous Introductory Courses

NASA Astrophysics Data System (ADS)

Tewksbury, B. J.; MacDonald, R. H.

2004-12-01

As part of a professional development program for faculty in the geosciences, the NSF-funded program On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops/) has developed and offered workshops for geoscience faculty that guide participants through a stimulating process designed to help faculty members articulate goals and design effective and innovative courses that both meet those goals and assess outcomes. Of approximately 150 faculty members who have participated in the workshops, more than 120 have designed introductory courses in topics ranging from physical geology to Earth systems to historical geology to oceanography. The method of course design taught through these workshops leads to the development of rigorous, student-centered introductory courses. Our method of course design begins, not with a list of content items, but with setting goals by answering the question, "What do I want my students to be able to do on their own when they are done with my class?", rather than the question, "What do I want my students to know in this subject?" Focusing on what faculty members want students to be able to do, rather than on what topics should be covered by the faculty member, promotes designing courses in which students are actively engaged in doing geoscience. This course design method emphasizes setting goals for students involving higher order thinking skills (e.g., analysis, synthesis, design, formulation, prediction, interpretation, evaluation), rather than lower order thinking skills (e.g., identification, description, recognition, classification). For example, the goal of having students be able to evaluate the geologic hazards in an unfamiliar region involves higher order thinking skills and engages the student in deeper analysis than simply asking students to recall and describe examples of geologic hazards covered in class. This goal also has imbedded in it many lower order thinking skills tasks (e.g., identification, description). Rigor comes in having the students involved in doing significant and meaningful geologic tasks. Long-term value comes from improving students' abilities for future challenges, rather focusing on having students pass the final exam. Goals for courses of many different types can be found in the Cutting Edge goals/syllabus database at http://serc.carleton.edu/NAGTWorkshops/coursedesign/browse.html. The workshop also introduces participants to a wide range of teaching and assessment tools so that faculty members will leave the workshop with a larger toolbox of techniques to choose from when deciding how to give students practice during the semester in tasks relevant to the goals of the course and how to evaluate students' progress toward the goals. Most of the techniques emphasize student engagement, which promotes development of more rigorous courses. Over 100 institutions now have introductory geoscience courses designed by faculty members who have participated in our course design workshops. Participants have stated repeatedly in evaluations that the workshop transformed their views of the course design process and that they will carry the focus on goals, student engagement, and rigor into designing other courses and assessing curricula in their departments. On the Cutting Edge is in the process of developing a web-based course design workshop so that faculty who cannot attend our face-to-face workshops can go through our course design process.

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…

Undergraduate study in psychology: Curriculum and assessment.

PubMed

Norcross, John C; Hailstorks, Robin; Aiken, Leona S; Pfund, Rory A; Stamm, Karen E; Christidis, Peggy

2016-01-01

The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years. (c) 2016 APA, all rights reserved).

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

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.

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.

Homeostatic Systems--Mechanisms for Survival. Science IV.

ERIC Educational Resources Information Center

Pfeiffer, Carl H.

The two student notebooks in this set provide the basic outline and assignments for the fourth and last year of a senior high school unified science program which builds on the technical third year course, Science IIIA (see SE 012 149). An introductory section considers the problems of survival inherent in living systems, matter-energy…

Electronics Teacher's Guide. Science and Technology Document Series No. 40.

ERIC Educational Resources Information Center

Lewis, John

This is the second document on the teaching of electronics to appear as part of UNESCO's science and technology education program. An introductory section describes the role that electronics plays as part of the physics curriculum. The following section outlines the content of the electronics course. The outline includes guidelines for determining…

CURRICULUM GUIDE FOR SCIENCE, PRIMARY 2-3.

ERIC Educational Resources Information Center

GRAHAM, KATHRYN A.; AND OTHERS

COURSE CONTENT, ACTIVITIES, AND REFERENCE INFORMATION FOR TEACHING SCIENCE IN SECOND AND THIRD GRADES ARE INCLUDED IN THIS VOLUME. INTRODUCTORY REMARKS DISCUSS AN APPROACH TO THE TEACHING OF SCIENCE AND THE GENERAL OBJECTIVES OF THE SCIENCE PROGRAM. SIX UNITS OF STUDY ARE PRESENTED FOR SECOND GRADE--(1) DIFFERENCES BETWEEN PLANTS AND ANIMALS, (2)…

A Project-based Spiral Curriculum for Introductory Courses in ChE: Part 3. Evaluation.

ERIC Educational Resources Information Center

DiBiasio, David; Comparini, Lisa; Dixon, Anthony G.; Clark, William M.

2001-01-01

Presents the third part of a series on the development and implementation of project-based spiral curriculum in chemical engineering. Focuses on the details of the assessment design, describes the results of the assessment, and draws conclusions about the success of the program. (Contains 18 references.) (ASK)

The Appropriateness of the Concept Mastery Test for Graduate Students.

ERIC Educational Resources Information Center

Goolsby, Thomas M., Jr.

A study was conducted to determine the appropriateness of the Concept Mastery Test for graduate students enrolled in an introductory research methodology course. Ss represented a cross-section of students entering a master's program at a large southeastern university. The Concept Mastery Test (CMT), the Nelson-Denny Reading Test (ND), and the…

Creating Games as Authentic Learning in the Information Technology Classroom

ERIC Educational Resources Information Center

Frydenberg, Mark

2015-01-01

Teaching students to create computer games has become a common practice in both K-12 and tertiary education to introducing programming concepts, increasing student engagement, and recruiting majors and minors in technology fields. This study describes a project where first-year college students in an introductory technology concepts course use a…

A Process for Developing Introductory Science Laboratory Learning Goals to Enhance Student Learning and Instructional Alignment

ERIC Educational Resources Information Center

Duis, Jennifer M.; Schafer, Laurel L.; Nussbaum, Sophia; Stewart, Jaclyn J.

2013-01-01

Learning goal (LG) identification can greatly inform curriculum, teaching, and evaluation practices. The complex laboratory course setting, however, presents unique obstacles in developing appropriate LGs. For example, in addition to the large quantity and variety of content supported in the general chemistry laboratory program, the interests of…

Developmental Disabilities: A Summary of Major Classifications and Glossary of Terms. Parent Awareness Program, 1982-1983. Revised.

ERIC Educational Resources Information Center

Knudstrup, Katherine; And Others

Designed for use in adult education courses for parents of developmentally disabled children, this manual provides basic information about major categories of disabilities and a glossary of commonly encountered terms. After an introductory overview, the manual provides information about the characteristics and etiology of five disabling…

Marketing and Society. Study Guide.

ERIC Educational Resources Information Center

Welsh, Robert S.; Blake, Rowland S.

This self-instructional study guide is part of the materials for a college-level programmed course entitled "Marketing and Society." The study guide is intended for use by students in conjunction with a related textbook, a workbook, a review guide, and a series of instructional tape casettes. The study guide contains a brief introductory section…

Using the Principles of "BIO2010" to Develop an Introductory, Interdisciplinary Course for Biology Students

ERIC Educational Resources Information Center

Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

2010-01-01

Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate…

Comparison of Novice Programmers' Performances: Blended versus Face-to-Face

ERIC Educational Resources Information Center

Cakiroglu, Unal

2012-01-01

This study investigated the effect of blended learning on novices' understandings of the introductory programming. A quasi-experimental design with participants of preservice computer and instructional technologies teachers, one control group (CG, N =64) and one experimental group (EG, N=61) who received the course 11 weeks. While face-to-face…

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…

Law 20-30. Business Education Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This curriculum guide is one of nine such guides developed for an Alberta high school business education program. Its content covers the main subject area or strand of law. Subject to the constraints outlined in the guide, the modules are to be formatted into three- or four-credit courses within each strand. Introductory materials include a…

Implementing a Web-Based Introductory Bioinformatics Course for Non-Bioinformaticians That Incorporates Practical Exercises

ERIC Educational Resources Information Center

Vincent, Antony T.; Bourbonnais, Yves; Brouard, Jean-Simon; Deveau, Hélène; Droit, Arnaud; Gagné, Stéphane M.; Guertin, Michel; Lemieux, Claude; Rathier, Louis; Charette, Steve J.; Lagüe, Patrick

2018-01-01

A recent scientific discipline, bioinformatics, defined as using informatics for the study of biological problems, is now a requirement for the study of biological sciences. Bioinformatics has become such a powerful and popular discipline that several academic institutions have created programs in this field, allowing students to become…

A Placement Test for Computer Science: Design, Implementation, and Analysis

ERIC Educational Resources Information Center

Nugent, Gwen; Soh, Leen-Kiat; Samal, Ashok; Lang, Jeff

2006-01-01

An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programmes in computer science released in 2001 by the ACM/IEEE, and…

Marketing 20-30. Business Education Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This curriculum guide is one of nine such guides developed for an Alberta high school business education program. Its content covers the main subject area or strand of marketing. Subject to the constraints outlined in the guide, the modules are to be formatted into three- or four-credit courses within each strand. Introductory materials include a…

Learning Edge Momentum: A New Account of Outcomes in CS1

ERIC Educational Resources Information Center

Robins, Anthony

2010-01-01

Compared to other subjects, the typical introductory programming (CS1) course has higher than usual rates of both failing and high grades, creating a characteristic bimodal grade distribution. In this article, I explore two possible explanations. The conventional explanation has been that learners naturally fall into populations of programmers and…

A Functional Programming Approach to AI Search Algorithms

ERIC Educational Resources Information Center

Panovics, Janos

2012-01-01

The theory and practice of search algorithms related to state-space represented problems form the major part of the introductory course of Artificial Intelligence at most of the universities and colleges offering a degree in the area of computer science. Students usually meet these algorithms only in some imperative or object-oriented language…

Shorthand 20-30. Business Education Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This curriculum guide is one of nine such guides developed for an Alberta high school business education program. Its content covers the main subject area or strand of shorthand. Subject to the constraints outlined in the guide, the modules are to be formatted into three- or four-credit courses within each strand. Introductory materials include a…

Basic Business 20-30. Business Education Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This curriculum guide is one of nine such guides developed for an Alberta high school business education program. Its content covers the main subject area or strand of basic business. Subject to the constraints outlined in the guide, the modules are to be formatted into three- or four-credit courses within each strand. Introductory materials…

Office Procedures 20-30. Business Education Curriculum Guide.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This curriculum guide is one of nine such guides developed for an Alberta high school business education program. Its content covers the main subject area or strand of office procedures. Subject to the constraints outlined in the guide, the modules are to be formatted into three- or four-credit courses within each strand. Introductory materials…

Learning Bridge: Curricular Integration of Didactic and Experiential Education

PubMed Central

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

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…

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…

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…

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…

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…

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

NASA Astrophysics Data System (ADS)

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-08-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

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.

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.

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

NASA Astrophysics Data System (ADS)

Prather, Edward; Rudolph, A. L.; Brissenden, G.; Consiglio, D.; Gonzaga, V.; CATS

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. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program and Award No. AST-0847170, a PAARE Grant.

A distance education in undergraduate dietetic education.

PubMed

Benton-King, Carrie; Webb, Derek F; Holmes, ZoeAnn

2005-01-01

Distance education is an exploding phenomenon that allows people to pursue higher education on their own time, at a pace that meets their needs, in locations where there are no colleges and universities, or where there is not a desired program of study. This study examined the use of distance education in undergraduate dietetic education programs and the opportunities for obtaining an undergraduate degree in dietetics solely via distance education. A survey was sent to all directors (n = 279) of undergraduate programs accredited/approved by the Commission on Accreditation for Dietetics Education to determine the current status and projected future use of distance education in their institutions' on-campus programs. The survey had a 54% response rate. Approximately 32% (n = 150) of undergraduate dietetics programs offer distance education courses in some format. Institutions that offer nondietetics distance education courses were more likely to offer dietetics distance education courses. The most common distance education format utilized in dietetics was 100% Internet courses (48%). The most common distance education dietetics course offered was a basic or introductory nutrition course (31%). From the data of courses offered, or permitted to be transferred, it would not be possible for a student to complete an undergraduate degree in dietetics solely via distance education methodologies at the time this study was conducted.

A comparative evaluation of teaching methods in an introductory neuroscience course for physical therapy students.

PubMed

Willett, Gilbert M; Sharp, J Graham; Smith, Lynette M

2008-01-01

The use of computer-based instruction (CBI) in physical therapy education is growing, but its effectiveness compared to lecture is undefined. This study compared CBI to lecture in an introductory neuroscience course for students in their first year of a 3 year professional program leading to the Doctor of Physical Therapy Degree. Twenty-eight students participated in 2003 and 34 in 2004. A randomized, cross-over design was employed. The course was divided into two sections with an exam after each. Students in one group participated in CBI during the first half of the course and lecture during the second half with the order of participation reversed for the other group. A 6 months post-course review exam was also administered. Exam scores, study time, and student opinions regarding teaching methods were collected after each half of the course. Course development costs for both teaching approaches were also documented. There were no statistically significant differences in exam scores between participant groups. CBI students spent less time studying. Student did not distinguish a major preference for either instruction method. Many students preferred that CBI be used as a complementary rather than mutually exclusive instructional method. Lecture-based instruction was much less expensive than CBI. Lecture-based instruction was more cost effective than CBI, but CBI was more time efficient in terms of student learning.

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.

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)