Educational Software for Interactive Training of Students on the Theme "Mutual Intersecting of Pyramids and Prisms in Axonometry"

ERIC Educational Resources Information Center

Karaibryamov, Samet; Tsareva, Bistra; Zlatanov, Boyan

2012-01-01

This work acquaints with the program Sam for interactive computer training of students on the theme "Mutual intersecting of pyramids and prisms in axonometry". The program containing three modules--teacher, student and autopilot--allows for briefest time to teach and study the whole variety of the tasks on this theme. A classification of…

EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL

PubMed Central

GREGORY, ANNE; ALLEN, JOSEPH P.; MIKAMI, AMORI Y.; HAFEN, CHRISTOPHER A.; PIANTA, ROBERT C.

2017-01-01

Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. PMID:28232767

An Interactive Multimedia Software Program for Exploring Electrochemical Cells.

ERIC Educational Resources Information Center

Greenbowe, Thomas J.

1994-01-01

Describes computer-animated sequences and interactive multimedia instructional programs for use in introductory chemistry which allow students to explore electrochemical cells. The workbench section enables students to manipulate the experimental apparatus, chemicals, and instruments in order to design and build an experiment. The interactive…

The Effective Use of an Interactive Software Program to Reduce Students' Misconceptions about Batteries

ERIC Educational Resources Information Center

Yang, E.-M.; Greenbowe, T. J.; Andre, T.

2004-01-01

The misconceptions of students regarding electricity and electrochemistry in the context of operation of a common flashlight are discussed. An Interactive Software Program (ISP) is used for better conceptual understanding of the operation of commercial batteries in a circuit.

Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

PubMed

Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

2017-07-01

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses.

ERIC Educational Resources Information Center

Mikulecky, Larry

Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…

Finding an Analytic Frame for Faculty-Student Interaction within Faculty-in-Residence Programs

ERIC Educational Resources Information Center

Mara, Miriam; Mara, Andrew

2011-01-01

In this article we describe a case study analyzing how a Faculty-in-Residence program fosters student engagement. Using Cox & Orehovec's typology to add granularity to the National Study on Student Engagement's criteria for student engagement, we suggest best practices for the implementation of these in-situ faculty engagement programs.

Virtual Doors to Brick and Mortar Learning

NASA Astrophysics Data System (ADS)

Shaw, M. S.; Gay, P. L.; Meyer, D. T.; Zamfirescu, J. D.; Smith, J. E.; MIT Educational Studies Program Team

2005-12-01

The MIT Educational Studies Program (ESP) has spent the past year developing an online gateway for outreach programs. The website has a five-fold purpose: to introduce the organization to potential students, teachers, volunteers and collaborators; to allow teachers to create, design and interact with classes and to allow students to register for and dialogue with these classes; to provide an online forum for continuing dialogue; and to provide organizers a wiki for documenting program administration. What makes our site unique is the free and flexible nature of our easily edited and expanded code. In its standard installation, teachers setup classes, and administrators can approve/edit classes and make classes visible in an online catalogues. Student registration is completely customizable - students can register for self-selected classes, or they can register for a program and later get placed into teacher-selected classes. Free wiki software allows users to interactively create and edit documentation and knowledgebases. This allows administrators to track online what has been done while at the same time creating instant documentation for future programs. The online forum is a place where students can go after our programs end to learn more, interact with their classmates, and continue dialogues started in our classrooms. We also use the forum to get feedback on past and future programs. The ease with which the software handles program creation, registration, communications and more allows programs for roughly 3000 students per year to be handled by about 20 volunteering undergraduates. By combining all these elements - promotion, class creation, program registration, an organizational wiki, and student forums - we create a one-stop virtual entryway into face-to-face learning that allows students to continue their experience after they leave the classroom. The code for this site is available for free upon request to other organizations.

MyTeachingPartner-Secondary. What Works Clearinghouse Intervention Report [Revised

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

MyTeachingPartner-Secondary (MTP-S) is a professional development program that aims to increase student learning and development through improved teacher-student interactions. Through the program, middle and high school teachers access a video library featuring examples of high-quality interactions and receive individualized, web-based coaching…

Teaching Employment Interview Skills through Interactive Video Instruction.

ERIC Educational Resources Information Center

Shulman, Gary M.; And Others

An interactive video program, "The Screening Interview," has been developed at Miami University (Ohio) to help prepare college and university students for on-campus employment interviews with corporate recruiters. Within the context of the simulated interview situation provided by the program, students function as the alter ego of either…

Developing and implementing an assessment method to evaluate a virtual canine anatomy program.

PubMed

Linton, Andrea; Schoenfeld-Tacher, Regina; Whalen, L Ray

2005-01-01

A computer-based anatomy program, Virtual Canine Anatomy: The Head, was incorporated into a first-year veterinary dissection laboratory two years ago to address challenges inherent in the traditional pedagogical approach. The program uses specimen photographs, QuickTime Virtual Reality, and interactive features to help students study the dissection, osteology, and radiology of the canine head. Photographs of each phase of dissection are displayed in the program, along with dissection instructions. Students can click on anatomical structures in each photograph to highlight the selected structure and display a complete description of it. Related structures and views are accessible through hyperlinks. This study was designed to measure student and faculty attitudes toward the instructional software, to gauge its effect on student achievement, and to propose evaluation methodology and instrumentation for similar projects. Observations, interviews, focus groups, surveys, and test results were used for this assessment. Results suggest positive student and faculty attitudes toward the program. Students felt the program met their needs, increased their confidence and efficiency, and was easy to use. Both students and instructors felt the program was beneficial during dissection. There was no significant change in student achievement on course tests. Future research will measure the program's effect on student-instructor interactions.

An Interactive Graphics Program for Investigating Digital Signal Processing.

ERIC Educational Resources Information Center

Miller, Billy K.; And Others

1983-01-01

Describes development of an interactive computer graphics program for use in teaching digital signal processing. The program allows students to interactively configure digital systems on a monitor display and observe their system's performance by means of digital plots on the system's outputs. A sample program run is included. (JN)

Randomized trial of two e-learning programs for oral health students on secondary prevention of eating disorders.

PubMed

DeBate, Rita D; Severson, Herbert H; Cragun, Deborah; Bleck, Jennifer; Gau, Jeff; Merrell, Laura; Cantwell, Carley; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; Brown, Kelli McCormack; Tedesco, Lisa A; Hendricson, William; Taris, Mark

2014-01-01

The purpose of this study was to test whether an interactive, web-based training program is more effective than an existing, flat-text, e-learning program at improving oral health students' knowledge, motivation, and self-efficacy to address signs of disordered eating behaviors with patients. Eighteen oral health classes of dental and dental hygiene students were randomized to either the Intervention (interactive program; n=259) or Alternative (existing program; n=58) conditions. Hierarchical linear modeling assessed for posttest differences between groups while controlling for baseline measures. Improvement among Intervention participants was superior to those who completed the Alternative program for three of the six outcomes: benefits/barriers, self-efficacy, and skills-based knowledge (effect sizes ranging from 0.43 to 0.87). This study thus suggests that interactive training programs may be better than flat-text e-learning programs for improving the skills-based knowledge and self-efficacy necessary for behavior change.

Broadening Student Learning Experiences via a Novel Cross-Disciplinary Art and Anatomy Education Program--A Case Study

ERIC Educational Resources Information Center

Speed, Caroline J.; Kleiner, Adina; Macaulay, Janet O.

2015-01-01

This study explored student learning and engagement in a novel cross-disciplinary education program, in particular whether medical students learning experiences can be enhanced through interaction and exchange of knowledge with students of varying disciplines. The program, entitled AnaRtomy, studies the historical relationship between art and…

A Study of Student Interaction in an Online Learning Environment Specially Crafted for Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Ruane, Regina

2012-01-01

This study explored the ways that students in an online teacher education program connected in a specially crafted peer mentoring program developed for cross-level peer mentoring. Program administrators developed the peer mentoring site in response to observations that enrolled students, particularly new students, were often unsure of how to…

Examining Interactivity in Synchronous Virtual Classrooms

ERIC Educational Resources Information Center

Martin, Florence; Parker, Michele A.; Deale, Deborah F.

2012-01-01

Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the…

Gender Differences in the Use of Computers, Programming, and Peer Interactions in Computer Science Classrooms

ERIC Educational Resources Information Center

Stoilescu, Dorian; Egodawatte, Gunawardena

2010-01-01

Research shows that female and male students in undergraduate computer science programs view computer culture differently. Female students are interested more in the use of computers than in doing programming, whereas male students see computer science mainly as a programming activity. The overall purpose of our research was not to find new…

Gender differences in the use of computers, programming, and peer interactions in computer science classrooms

NASA Astrophysics Data System (ADS)

Stoilescu, Dorian; Egodawatte, Gunawardena

2010-12-01

Research shows that female and male students in undergraduate computer science programs view computer culture differently. Female students are interested more in the use of computers than in doing programming, whereas male students see computer science mainly as a programming activity. The overall purpose of our research was not to find new definitions for computer science culture but to see how male and female students see themselves involved in computer science practices, how they see computer science as a successful career, and what they like and dislike about current computer science practices. The study took place in a mid-sized university in Ontario. Sixteen students and two instructors were interviewed to get their views. We found that male and female views are different on computer use, programming, and the pattern of student interactions. Female and male students did not have any major issues in using computers. In computing programming, female students were not so involved in computing activities whereas male students were heavily involved. As for the opinions about successful computer science professionals, both female and male students emphasized hard working, detailed oriented approaches, and enjoying playing with computers. The myth of the geek as a typical profile of successful computer science students was not found to be true.

Campus Support Services, Programs, and Policies for International Students

ERIC Educational Resources Information Center

Bista, Krishna, Ed.; Foster, Charlotte, Ed.

2016-01-01

Study abroad programs have proven beneficial for both the international student as well as the domestic community and school population interacting with the student. In an effort to promote cultural awareness, intercultural communications as well as opportunities for future study abroad program success, universities must take care to provide…

Secondary Students' Perceptions of an Interactive Mathematics Review Program: An Action Research Study

ERIC Educational Resources Information Center

Wingard, Crystal Burroughs

2017-01-01

The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participant-researcher to enable remedial algebra students to learn in a cooperative classroom with pedagogy that promoted collaboration and hands-on, active learning. Data are comprised of surveys, field notes, semi-structured interviews,…

Enhancing Student Success through the Use of Interactive Videodisc Technology.

ERIC Educational Resources Information Center

Pokrass, Richard J.; And Others

Burlington County College in New Jersey has integrated Interactive Videodisc Technology (IVT) into several of its programs, beginning with the college's nursing program. IVT, at its highest level, is a merging of a laser disc player, a personal computer, computer software, and a qualified instructor, designed to bring to students a new dimension…

Evaluation of DILearn: An Interactive Computer-Assisted Learning Program for Drug Information.

ERIC Educational Resources Information Center

Tunget, Cynthia L.; And Others

1993-01-01

Use of an interactive computer-assisted learning program to teach basic skills in obtaining drug information was investigated with 26 doctoral pharmacy students and a control group of 25 students receiving lecture instruction. Findings indicated no significant differences in short-term retention of drug information between groups and that students…

Teaching Program Evaluation on Interactive Television.

ERIC Educational Resources Information Center

McNeil, Keith; Steinhauser, Jim; Newman, Isadore

This paper describes a five-session course entitled "Program Evaluation," which was taught via interactive television in the summer of 2002 to 68 doctoral and master's students in 5 of 6 locations throughout New Mexico. Students received a 4-hour lecture and then participated in off-line activities directed by the instructor. Problems in distance…

Humor, Rapport, and Uncomfortable Moments in Interactions with Adults with Traumatic Brain Injury

ERIC Educational Resources Information Center

Kovarsky, Dana; Schiemer, Christine; Murray, Allison

2011-01-01

We examined uncomfortable moments that damaged rapport during group interactions between college students in training to become speech-language pathologists and adults with traumatic brain injury. The students worked as staff in a community-based program affiliated with a university training program that functioned as a recreational gathering…

Effectiveness of Interactive Multimedia Environment on Language Acquisition Skills of 6th Grade Students in the United Arab Emirates

ERIC Educational Resources Information Center

Almekhlafi, Abdurrahman Ghaleb

2006-01-01

This study investigated the effect of interactive multimedia (IMM) program on students' acquisition of some English as a second language (ESL) skills. An interactive multimedia CD-ROM was used with ninety 6th grade ESL students in Al-Ain Model School 2, United Arab Emirates. Students were selected and divided into experimental and control groups…

Gifted Elementary Students' Interactions with Female and Male Scientists in a Biochemistry Enrichment Program.

ERIC Educational Resources Information Center

She, Candace Hsiao-Ching; Barrow, Lloyd H.

1997-01-01

Examines how gender and self-concept relate to gifted elementary students' participation in a biochemistry enrichment program taught by female and male scientists. Students with low self-concepts asked more questions and received more feedback than students with high self-concepts. Student-initiated questions and gender differences in interaction…

Development and evaluation of a learner-centered educational summer camp program on soft skills for baccalaureate nursing students.

PubMed

Lau, Ying; Wang, Wenru

2014-01-01

The objectives were to develop a learner-centered educational camp program for nursing students and to evaluate 4 areas of soft skills, communication ability, clinical interaction, interpersonal relationships, and social problem solving, before and after the program. The results showed that the summer camp program was effective in improving nursing students' soft skills.

Learning Alone, Together: Closed-Cohort Structure in an Online Journalism and Mass Communication Graduate Program

ERIC Educational Resources Information Center

Blankenship, Justin C.; Gibson, Rhonda

2016-01-01

In a closed-cohort educational program design, students enter a program together, take the same courses together, and, ideally, graduate together. In an effort to increase interaction and communication among students, it has been utilized more and more for online graduate programs. This article surveyed students in one of the few closed-cohort…

Learner Control versus Program Control in Interactive Videodisc Instruction: What Are the Effects in Procedural Learning?

ERIC Educational Resources Information Center

Shyu, Hsin-Yih; Brown, Scott W.

1992-01-01

Discussion of learner-controlled instruction focuses on a study of undergraduates that compared learner control with program control in interactive videodisc instruction for making an origami crane. Student performance, self-efficacy concerning the instructional task, time on task, and student attitudes toward the instruction are examined. (32…

The ZAP Project: Designing Interactive Computer Tools for Learning Psychology

ERIC Educational Resources Information Center

Hulshof, Casper; Eysink, Tessa; de Jong, Ton

2006-01-01

In the ZAP project, a set of interactive computer programs called "ZAPs" was developed. The programs were designed in such a way that first-year students experience psychological phenomena in a vivid and self-explanatory way. Students can either take the role of participant in a psychological experiment, they can experience phenomena themselves,…

Making Connections: The Legacy of an Intergenerational Program.

PubMed

Thompson, Edward H; Weaver, Andrea J

2016-10-01

On the face of the shrinking opportunities for children and older adults to routinely interact with one another-sometimes the result of adolescent geographies, age-segregated and gated communities, families' geographical mobility-many communities have introduced intergenerational programs within the school curriculum. For more than a decade one Massachusetts community has maintained an intergenerational program that brings fourth grade students together with older adults. The question is, does students' involvement in an intergenerational program lessened ageist beliefs 5-9 years later. A quasi-experimental research design examined the "images of aging" held by 944 students who grew up in neighboring towns and attend a regional high school. Participants completed brief questionnaire. Separate regression analyses of positive and negative images of aging-controlling for students' frequency and self-reported quality of interaction with older adults, ethnicity, age, and gender-reveal a town difference in students' positive, but not negative, images of aging. What is certain is that the high school students from one community with ongoing intergenerational programming hold a more positive image of older adults. Further research is needed to parse out exactly how short- and long-term legacy effects arise when young students have an opportunity to interact closely with older adults who are not their grandparents or neighbors. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The development of interactive online learning tools for the study of anatomy.

PubMed

O'Byrne, Patrick J; Patry, Anne; Carnegie, Jacqueline A

2008-01-01

The study of human anatomy is a core component of health science programs. However large student enrolments and the content-packed curricula associated with these programs have made it difficult for students to have regular access to cadaver laboratories. Adobe Flash MXwas used with cadaver digital photographs and textbook-derived illustrations to develop interactive anatomy images that were made available to undergraduate health science students enrolled in first-year combined anatomy and physiology (ANP) courses at the University of Ottawa. Colour coding was used to direct student attention, facilitate name-structure association, improve visualization of structure contours, assist students in the construction of anatomical pathways, and to reinforce functional or anatomical groupings. The ability of two-dimensional media to support the visualization of three-dimensional structure was extended by developing the fade-through image (students use a sliding bar to move through tissues) as well as the rotating image in which entire organs such as the skull were photographed at eight angles of rotation. Finally, students were provided with interactive exercises that they could repeatedly try to obtain immediate feedback regarding their learning progress. Survey data revealed that the learning and self-testing tools were used widely and that students found them relevant and supportive of their self-learning. Interestingly, student summative examination outcomes did not differ between those students who had access to the online tools and a corresponding student group from the previous academic year who did not. Interactive learning tools can be tailored to meet program-specific learning objectives as a cost-effective means of facilitating the study of human anatomy. Virtual interactive anatomy exercises provide learning opportunities for students outside the lecture room that are of especial value to visual and kinesthetic learners.

Introducing Students to Computer Programming on a UNIX Time-Sharing System.

ERIC Educational Resources Information Center

Cook, Allen R.

1983-01-01

Reviews experiences in teaching computer programing to engineering freshmen at the University of Oklahoma. Focuses on the stimulating interactive environment that is possible when using the UNIX operating system to introduce students to programing. (JN)

Computer Interactives for the Mars Atmospheric and Volatile Evolution (MAVEN) Mission through NASA's "Project Spectra!"

NASA Astrophysics Data System (ADS)

Wood, E. L.

2014-12-01

"Project Spectra!" is a standards-based E-M spectrum and engineering program that includes paper and pencil activities as well as Flash-based computer games that help students solidify understanding of high-level planetary and solar physics. Using computer interactive games, students experience and manipulate information making abstract concepts accessible, solidifying understanding and enhancing retention of knowledge. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. As part of the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission education programming, we've developed two new interactives. The MAVEN mission will study volatiles in the upper atmosphere to help piece together Mars' climate history. In the first interactive, students explore black body radiation, albedo, and a simplified greenhouse effect to establish what factors contribute to overall planetary temperature. Students design a planet that is able to maintain liquid water on the surface. In the second interactive, students are asked to consider conditions needed for Mars to support water on the surface, keeping some variables fixed. Ideally, students will walk away with the very basic and critical elements required for climate studies, which has far-reaching implications beyond the study of Mars. These interactives were pilot tested at Arvada High School in Colorado.

Cooperative Interactions in Peer Tutoring: Patterns and Sequences in Paired Writing

ERIC Educational Resources Information Center

Duran, David

2010-01-01

The research analyzes the interaction of 24 students (12 pairs) of secondary students when using peer tutoring techniques to learn Catalan. Students worked together in a program to produce an authentic writing experience. Significant increases were observed in pre- and posttest Catalan attainment scores of students. An analysis of the…

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

Students and Faculty Perceptions of an Undergraduate Nursing Research Internship Program.

PubMed

O'Brien, Tara; Hathaway, Donna

Nursing students in baccalaureate programs report that research is not visible in practice, and faculty conducting research report rarely interacting with students in undergraduate nursing programs. We examined student and faculty perceptions of a research internship embedded in an existing evidence-based practice course. Students (n = 15) and faculty (n = 5) viewed the internship as a positive experience that provided meaningful hands-on skills while generating interest in a potential research career. The internship also provided faculty the opportunity to identify potential doctoral students.

Use of interactive multimedia disks in the applied environmental sciences program at the Oregon Institute of Technology

NASA Astrophysics Data System (ADS)

Jones, Charles R.

Although a number of studies have been performed regarding the use of interactive multimedia disks in education, none were found which investigated their effect on either retention or recruitment for universities. The purpose of this case study was to gather information regarding student and teacher perceptions on the use of interactive multimedia disks and their effect on retention and recruitment. The primary source of data for this case study was student and teacher interviews. A purposive sample of students taking courses using the interactive multimedia disks in course at the Oregon Institute of Technology and at two Oregon high schools was chosen for the case study. Major findings of the case study were as follows: (1) Students interviewed in this case study perceived the interactive multimedia disk-based instructional method to be equally as effective as the lecture method. (2) Time flexibility in class scheduling was slightly more beneficial to female students than male students and the lack of instructor-led classroom interaction was more of a problem for female students than male students. (3) There was no difference in the perceptions of the college students and the high school students regarding the benefits and drawbacks of the interactive multimedia disk-based classes. (4) The flexible class scheduling made possible through the use of interactive multimedia disks influences some Oregon Institute of Technology students to stay and complete their degree programs. (5) There is some potential for interactive multimedia disk-based courses to be a recruiting tool. However, there is no evidence that it has been a successful recruiting tool for the Oregon Institute of Technology yet.

Membrane Potential Simulation Program for IBM-PC-Compatible Equipment for Physiology and Biology Students.

ERIC Educational Resources Information Center

Barry, Peter H.

1990-01-01

A graphic, interactive software program that is suitable for teaching students about the measurement and ion dependence of cell membrane potentials is described. The hardware requirements, the aim of the program, how to use the program, other related programs, and its advantages over traditional methods are included. (KR)

Minimizing Teacher Stress. Structuring Positive Interactions for Handicapped and Nonhandicapped Children in Physical Education.

ERIC Educational Resources Information Center

Colvin, Nola R.; And Others

1982-01-01

Components of an integrated physical education program, which consists of handicapped and nonhandicapped students, include: (1) activities that promote interaction among all students; (2) strategies that place handicapped and nonhandicapped students together; and (3) reinforcement of cooperative behavior. (CJ)

FORUM: Instructional Communication and Millennial Students: Scripting Knowledge and Experiences for Millennial Students

ERIC Educational Resources Information Center

Hosek, Angela M.; Titsworth, Scott

2016-01-01

Millennial students are immersed in a digital world governed by codes and scripts. Coders create programs from scratch. We interact with code when we launch most programs like Microsoft Word or a web browser. Alternatively, scripting uses programing environments (or middleware) in which combinations of stock commands are used. Many applications…

Student Aid and Tuition in Washington State. A Case Study of Federal-State Interaction.

ERIC Educational Resources Information Center

Brunner, Seth P.; Gladieux, Lawrence E.

Postsecondary student financing policies in the State of Washington are examined in this report that focuses on the interaction between federal and state student aid programs. The increasing importance of this type of investigation is noted in view of the recent growth in federal student aid. Financial aid available to students in Washington State…

Knowledge Structures: Where Can We Find Them?

ERIC Educational Resources Information Center

Law, Nancy

Knowledge elicitation through programming was studied to determine students' intuitive ideas about motion. The subjects, 17-year-old sixth-form science students and 14-year-old third-form students, were asked to write expert systems programs about motion; and their interactions with their own knowledge were observed. The 17-year-old students had…

Capitalizing Distance Technologies To Benefit Rural Children and Youth with Visual Disabilities.

ERIC Educational Resources Information Center

Ferrell, Kay Alicyn; Wright, Charles; Persichitte, Kay A.; Lowell, Nathan

The University of Northern Colorado developed a master's degree program to train specialists in the education of students with visual disabilities in the 14-state region of the Western Interstate Commission on Higher Education. The program is student-centered, stresses effective interaction between faculty and students and among students, and uses…

Developing and Evaluating an Interactive Multimedia Instructional Tool: Learning Outcomes and User Experiences of Optometry Students

ERIC Educational Resources Information Center

Wang, Ling

2008-01-01

This study developed an interactive multimedia-based software program for Optics instruction, which was expected to overcome the imperfection of traditional optical labs. The researcher evaluated the effectiveness of the program through an experimental study that compared the learning outcomes of the students who used and did not use the software.…

Monitoring Student Interaction during Collaborative Learning: Design and Evaluation of a Training Program for Pre-Service Teachers

ERIC Educational Resources Information Center

Kaendler, Celia; Wiedmann, Michael; Leuders, Timo; Rummel, Nikol; Spada, Hans

2016-01-01

The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of…

Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

NASA Astrophysics Data System (ADS)

Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope

2014-08-01

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.

An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

NASA Astrophysics Data System (ADS)

Burton, Amanda

Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

The Consequences of a Problem-Based Mathematics Curriculum

ERIC Educational Resources Information Center

Clarke, David; Breed, Margarita; Fraser, Sherry

2004-01-01

Implementation of a problem-based mathematics curriculum, the "Interactive Mathematics Program" (IMP), at three high schools in California has been associated with more than just differences in student achievement. The outcomes that distinguished students who participated in the IMP program from students who followed a conventional…

Effects of Intelligent Computer-Generated Interactive Mathematics Programs on Students' Achievement and Affective Domain

ERIC Educational Resources Information Center

Wendel, Holly Marie

2016-01-01

The purpose of this study was to determine the relationship each of the mathematics web-based programs, MyMathLab and Assessments and Learning in Knowledge Spaces (ALEKS), has with students' mathematics achievement. In addition, the study examined the relationship between students' affective domain and the type of program as well as student…

Relational Algebra and SQL: Better Together

ERIC Educational Resources Information Center

McMaster, Kirby; Sambasivam, Samuel; Hadfield, Steven; Wolthuis, Stuart

2013-01-01

In this paper, we describe how database instructors can teach Relational Algebra and Structured Query Language together through programming. Students write query programs consisting of sequences of Relational Algebra operations vs. Structured Query Language SELECT statements. The query programs can then be run interactively, allowing students to…

Project KITES: Kids Interacting with Technology and Education Students.

ERIC Educational Resources Information Center

Taylor, Harriet G.; Stuhlmann, Janice M.

Faculty and administrators at the College of Education at Louisiana State University recognized the need to incorporate technology into all of their programs. Project KITES (Kids Interacting with Technology and Education Students) was developed to give students just beginning their professional education component real experiences with children…

Interactive Problem Solving Tutorials Through Visual Programming

NASA Astrophysics Data System (ADS)

Undreiu, Lucian; Schuster, David; Undreiu, Adriana

2008-10-01

We have used LabVIEW visual programming to build an interactive tutorial to promote conceptual understanding in physics problem solving. This programming environment is able to offer a web-accessible problem solving experience that enables students to work at their own pace and receive feedback. Intuitive graphical symbols, modular structures and the ability to create templates are just a few of the advantages this software has to offer. The architecture of an application can be designed in a way that allows instructors with little knowledge of LabVIEW to easily personalize it. Both the physics solution and the interactive pedagogy can be visually programmed in LabVIEW. Our physics pedagogy approach is that of cognitive apprenticeship, in that the tutorial guides students to develop conceptual understanding and physical insight into phenomena, rather than purely formula-based solutions. We demonstrate how this model is reflected in the design and programming of the interactive tutorials.

Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

PubMed

Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

2006-01-01

Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

NASA Astrophysics Data System (ADS)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Evaluation of an interactive case simulation system in dermatology and venereology for medical students

PubMed Central

Wahlgren, Carl-Fredrik; Edelbring, Samuel; Fors, Uno; Hindbeck, Hans; Ståhle, Mona

2006-01-01

Background Most of the many computer resources used in clinical teaching of dermatology and venereology for medical undergraduates are information-oriented and focus mostly on finding a "correct" multiple-choice alternative or free-text answer. We wanted to create an interactive computer program, which facilitates not only factual recall but also clinical reasoning. Methods Through continuous interaction with students, a new computerised interactive case simulation system, NUDOV, was developed. It is based on authentic cases and contains images of real patients, actors and healthcare providers. The student selects a patient and proposes questions for medical history, examines the skin, and suggests investigations, diagnosis, differential diagnoses and further management. Feedback is given by comparing the user's own suggestions with those of a specialist. In addition, a log file of the student's actions is recorded. The program includes a large number of images, video clips and Internet links. It was evaluated with a student questionnaire and by randomising medical students to conventional teaching (n = 85) or conventional teaching plus NUDOV (n = 31) and comparing the results of the two groups in a final written examination. Results The questionnaire showed that 90% of the NUDOV students stated that the program facilitated their learning to a large/very large extent, and 71% reported that extensive working with authentic computerised cases made it easier to understand and learn about diseases and their management. The layout, user-friendliness and feedback concept were judged as good/very good by 87%, 97%, and 100%, respectively. Log files revealed that the students, in general, worked with each case for 60–90 min. However, the intervention group did not score significantly better than the control group in the written examination. Conclusion We created a computerised case simulation program allowing students to manage patients in a non-linear format supporting the clinical reasoning process. The student gets feedback through comparison with a specialist, eliminating the need for external scoring or correction. The model also permits discussion of case processing, since all transactions are stored in a log file. The program was highly appreciated by the students, but did not significantly improve their performance in the written final examination. PMID:16907972

Academic and Social Benefits of a Co-enrollment Model of Inclusive Education for Deaf and Hard-of-Hearing Children.

PubMed

Kreimeyer, K H; Crooke, P; Drye, C; Egbert, V; Klein, B

2000-01-01

Deaf and hard-of-hearing (d/hh) students are traditionally educated within self-contained programs at residential or special day schools, within self-contained or resource classrooms in public schools, or within regular education classrooms with support provided by an itinerant teacher. The co-enrollment model offers a promising alternative in which these students are educated within a regular education classroom composed of both d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article examines the development of one such program and the social and academic performance of the d/hh students within the program. Data on social interaction between d/hh and hearing classmates suggest that specific instructional strategies that promoted students' sign language development, identified d/hh students as "sign language specialists" and grouped d/hh and hearing students during academic activities resulted in increased interaction between these two groups of students. Stanford Achievement Test scores in the areas of reading vocabulary, reading comprehension, mathematical problem solving and procedures indicate that although d/hh students scored below the national normative hearing group, reading comprehension levels exceeded the national normative sample of d/hh students during both years two and three of the program. We discuss the challenges of implementing a co-enrollment program.

Progress Twining Program at Shibaura Institute of Technology

NASA Astrophysics Data System (ADS)

Komeda, Takashi

The Shibaura Institute of Technology (SIT) conducts two Twinning Programs. One is Malaysian Twinning Program, which is conducted in cooperation with 15 Japanese universities, and has SIT as its organizing member. The other is Hybrid Twinning Program, which is conducted with partner foreign universities, and is a graduate study program combining Masters and Doctoral programs. Two important reasons for conducting these twinning programs are to increase the number of foreign students studying in Japan and to promote friendly relations with various Asian countries. Twinning program is effective in enrolling students early and in lowering the cost of foreign study. Japanese students benefit too from good influence of interaction with students having a different culture and customs.

An Eye Tracking Study of High- and Low-Performing Students in Solving Interactive and Analytical Problems

ERIC Educational Resources Information Center

Hu, Yiling; Wu, Bian; Gu, Xiaoqing

2017-01-01

Test results from the Program for International Student Assessment (PISA) reveal that Shanghai students performed less well in solving interactive problems (those that require uncovering necessary information) than in solving analytical problems (those having all information disclosed at the outset). Accordingly, this study investigates…

Examining Student Social Capital in a Comprehensive School-Based Health Intervention

ERIC Educational Resources Information Center

Jordan, Michelle E.; Lorenz, Kent A.; Stylianou, Michalis; Kulinna, Pamela H.

2016-01-01

The purpose of this study was to explore 188 third through eighth-grade students' patterns of social interaction related to a comprehensive school-based health program, and to investigate relationships between student social capital (i.e., number and frequency of interactions with friends, teachers, and guardians/family members) and teacher…

Advancing diversity and inclusion through AGU's mentoring programs

NASA Astrophysics Data System (ADS)

Asher, P. M.; Marasco, L.; Hurtado, C.; Hanlon, S. M.; Ambrogio, O.

2017-12-01

AGU offers three separate mentoring programs at the Fall Meeting. These are the Undergraduate Mentoring Program, Career and Research Advice Mentorship (CRAM) sessions, and the Sharing Science mentoring program. While each of these have had an impact on students and mentors, these programs are limited in that the mentor and mentee interactions only occur during the Fall Meeting. To increase the impact of mentoring beyond the Fall Meeting, AGU is piloting a new program that is entirely virtual. This virtual program, called Mentoring365, is designed to have a diverse set of mentees and mentors interacting over a three-month period. Mentoring365 offers participants with a mentor that they can "meet and interact with" outside of Fall Meeting and potentially continue a relationship beyond the duration of the program. It is intended to build or add to a student's professional network and provide a student with additional support outside their research, academic, and/or graduate advisor. This presentation will highlight some of the features of the program as well as provide insight into the progress of the Mentoring365 pilot. The ultimate intent is to expand the program efficacy by collaborating across organizations in the Earth and space sciences to provide a robust and diverse pool of mentors and mentees.

Using Technology to Enhance an Automotive Program

ERIC Educational Resources Information Center

Ashton, Denis

2009-01-01

Denis Ashton uses technology in his automotive technology program at East Valley Institute of Technology (EVIT) to positively impact student outcomes. Ashton, the department chair for the automotive programs at EVIT, in Mesa, Arizona, says that using an interactive PowerPoint curriculum makes learning fun for students and provides immediate…

From an Online Cohort towards a Community of Inquiry: International Students' Interaction Patterns in an Online Doctorate Program

ERIC Educational Resources Information Center

Crosta, Lucilla; Manokore, Viola; Gray, Morag

2016-01-01

The current study explored the interaction patterns of a cohort of international students in a Professional Doctorate of Higher Education program (EdD) in order to establish the extent to which (if at all) the cohort evolved into an authentic online learning community. Phase 1 of the study consisted of a retrospective audit of three out of the…

Sexual risk attitudes and intentions of youth aged 12-14 years: survey comparisons of parent-teen prevention and control groups.

PubMed

Lederman, Regina P; Chan, Wenyaw; Roberts-Gray, Cynthia

2004-01-01

In this study, the authors compared differences in sexual risk attitudes and intentions for three groups of youth (experimental program, n = 90; attention control, n = 80; and nonparticipant control, n = 634) aged 12-14 years. Two student groups participated with their parents in programs focused on strengthening family interaction and prevention of sexual risks, HIV, and adolescent pregnancy. Surveys assessed students' attitudes and intentions regarding early sexual and other health-risk behaviors, family interactions, and perceived parental disapproval of risk behaviors. The authors used general linear modeling to compare results. The experimental prevention program differentiated the total scores of the 3 groups (p < .05). A similar result was obtained for student intentions to avoid sex (p < .01). Pairwise comparisons showed the experimental program group scored higher than the nonparticipant group on total scores (p < .01) and on students' intention to avoid sex (p < .01). The results suggest this novel educational program involving both parents and students offers a promising approach to HIV and teen pregnancy prevention.

Wolfram technologies as an integrated scalable platform for interactive learning

NASA Astrophysics Data System (ADS)

Kaurov, Vitaliy

2012-02-01

We rely on technology profoundly with the prospect of even greater integration in the future. Well known challenges in education are a technology-inadequate curriculum and many software platforms that are difficult to scale or interconnect. We'll review an integrated technology, much of it free, that addresses these issues for individuals and small schools as well as for universities. Topics include: Mathematica, a programming environment that offers a diverse range of functionality; natural language programming for getting started quickly and accessing data from Wolfram|Alpha; quick and easy construction of interactive courseware and scientific applications; partnering with publishers to create interactive e-textbooks; course assistant apps for mobile platforms; the computable document format (CDF); teacher-student and student-student collaboration on interactive projects and web publishing at the Wolfram Demonstrations site.

An Interactive Computer Program for Simulating the Effects of Olivine Fractionation from Basaltic and Ultrabasic Liquids.

ERIC Educational Resources Information Center

Pearce, Thomas H.

1983-01-01

Describes interactive computer program (listing available from author) which simulates olivine fractionation from basaltic/ultrabasic liquid. The menu-driven nature of the program (for Apple II microcomputer) allows students to select ideal Rayleigh fractionation or equilibrium crystallization. (JN)

Interactive Virtual Suturing Simulations: Enhancement of Student Learning in Veterinary Medicine

ERIC Educational Resources Information Center

Staton, Amy J.; Boyd, Christine B.

2013-01-01

This capstone addresses an instructional gap in the Morehead State University Veterinary Technology Program and in other similar programs around the globe. Students do not retain the knowledge needed to proficiently complete suture patterns nor do students receive sufficient instructional time during the year to master each suture pattern that is…

Examination of Student, Program, and Institutional Support Characteristics That Relate to PGA Golf Management Students' Intent to Persist

ERIC Educational Resources Information Center

Cain, Christopher

2013-01-01

The examination of student (entry characteristics, academic performance, career goals, and interaction with peers and faculty), program (programmatic interventions, academic major, and learning communities), and institutional support characteristics (financial aid and residence) that relate to cohort intent to persist are studied among 490 PGA…

Feasibility of a home-delivered Internet obesity prevention program for fourth-grade students.

PubMed

Owens, Scott; Lambert, Laurel; McDonough, Suzanne; Green, Kenneth; Loftin, Mark

2009-08-01

This pilot study examined the feasibility of an interactive obesity prevention program delivered to a class of fourth-grade students utilizing daily e-mail messages sent to the students' home computers. The study involved a single intact class of 22 students, 17 (77%) of whom submitted parental permission documentation and received e-mail messages each school day over the course of one month. Concerns regarding Internet safety and children's use of e-mail were addressed fairly easily. Cost/benefit issues for the school did not seem prohibitive. Providing e-mail access to students without a home computer was accomplished by loaning them personal digital assistant (PDA) devices. In larger interventions, loaning PDAs is probably not feasible economically, although cell phones may be an acceptable alternative. It was concluded that this type of interactive obesity prevention program is feasible from most perspectives. Data from a larger scale effectiveness study is still needed.

Emotional engagement, social interactions, and the development of an afterschool game design curriculum

NASA Astrophysics Data System (ADS)

Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.

2016-09-01

This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual chains, Princeton University Press, Princeton, 2004) sociology of emotions framework, our analysis of field notes and video data reveal how the original intended curriculum hindered the generation of positive emotions, mutual foci of attention, and feelings of group solidarity—factors important in the generation of successful group interactions. In response to teacher and student expressed emotions, we took these factors as a guide for redesigning the program curriculum and implementation in order to foster a more positive emotional climate and redirect students' positive emotions toward engagement in learning goals. This study's implications point to the possibilities for designing curricula and program implementations to engender more emotionally responsive environments for STEM learning.

A Teaching Exercise for the Identification of Bacteria Using An Interactive Computer Program.

ERIC Educational Resources Information Center

Bryant, Trevor N.; Smith, John E.

1979-01-01

Describes an interactive Fortran computer program which provides an exercise in the identification of bacteria. Provides a way of enhancing a student's approach to systematic bacteriology and numerical identification procedures. (Author/MA)

The Honors College Experience Reconsidered: Exploring the Student Perspective

ERIC Educational Resources Information Center

Young, James H., III; Story, Lachel; Tarver, Samantha; Weinauer, Ellen; Keeler, Julia; McQuirter, Allison

2016-01-01

Often administrators overlook the student voice in developing strategic plans, mission and vision statements, marketing strategies, student services, and extracurricular programming. Engaging students in these areas may enhance students' cooperation, interactions, responsibility, and expectations. In order to assess honors students' perspectives…

Human patient simulators and interactive case studies: a comparative analysis of learning outcomes and student perceptions.

PubMed

Howard, Valerie Michele; Ross, Carl; Mitchell, Ann M; Nelson, Glenn M

2010-01-01

Although human patient simulators provide an innovative teaching method for nursing students, they are quite expensive. To investigate the value of this expenditure, a quantitative, quasi-experimental, two-group pretest and posttest design was used to compare two educational interventions: human patient simulators and interactive case studies. The sample (N = 49) consisted of students from baccalaureate, accelerated baccalaureate, and diploma nursing programs. Custom-designed Health Education Systems, Inc examinations were used to measure knowledge before and after the implementation of the two educational interventions. Students in the human patient simulation group scored significantly higher than did those in the interactive case study group on the posttest Health Education Systems, Inc examination, and no significant difference was found in student scores among the three types of nursing programs that participated in the study. Data obtained from a questionnaire administered to participants indicated that students responded favorably to the use of human patient simulators as a teaching method.

Development of Students' Conceptual Thinking by Means of Video Analysis and Interactive Simulations at Technical Universities

ERIC Educational Resources Information Center

Hockicko, Peter; Krišták, Luboš; Nemec, Miroslav

2015-01-01

Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think…

Relationship between Students' Emotional Intelligence, Social Bond, and Interactions in Online Learning

ERIC Educational Resources Information Center

Han, Heeyoung; Johnson, Scott D.

2012-01-01

The purpose of the study was to investigate the relationship between students' emotional intelligence, social bond, and their interactions in an online learning environment. The research setting in this study was a 100% online master's degree program within a university located in the Midwest of the United States. Eighty-four students participated…

The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning

ERIC Educational Resources Information Center

Reyes, Maria Regina; Brackett, Marc A.; Rivers, Susan E.; Elbertson, Nicole A.; Salovey, Peter

2012-01-01

This study examined how training, dosage, and implementation quality of a social and emotional learning program, The RULER Approach, were related to students' social and emotional competencies. There were no main effects for any of the variables on student outcomes, but students had more positive outcomes when their teachers (a) attended more…

An Evaluation of On-Line, Interactive Tutorials Designed to Teach Practice Concepts

ERIC Educational Resources Information Center

Seabury, Brett A.

2005-01-01

This paper presents an evaluation of two on-line-based programs designed to teach practice skills. One program teaches crisis intervention and the other teaches suicide assessment. The evaluation of the use of these programs compares outcomes for two groups of students, one using the interactive program outside a class context and the other using…

Simulator: A Pilot Interactive Simulation Program for Use in Teaching Public Relations.

ERIC Educational Resources Information Center

Pavlik, John V.

An interactive simulation program was developed for use in teaching students how to handle public relations problems. The program user is placed in the role of assistant newsletter editor, facing a series of decision-making situations. Each choice the user makes affects the subsequent reality created by the program, which is designed to provide…

Student Financing in the Health Professions: Dependence on and Interactions between the Higher Education Act and the Public Health Service Act Financial Aid Programs: A Background Paper. Draft.

ERIC Educational Resources Information Center

Advisory Committee on Student Financial Assistance, Washington, DC.

This paper identifies issues that underlie student financing of education in the health professions in terms of the interrelationships and interactions between financial aid programs under Title IV of the Higher Education Act and Titles VII and VIII of the Public Health Service Act. Section 1 provides background to the issues by describing…

Building "My First NMRviewer": A Project Incorporating Coding and Programming Tasks in the Undergraduate Chemistry Curricula

ERIC Educational Resources Information Center

Arrabal-Campos, Francisco M.; Cortés-Villena, Alejandro; Fernández, Ignacio

2017-01-01

This paper presents a programming project named NMRviewer that allows students to visualize transformed and processed 1 H NMR data in an accessible, interactive format while allowing instructors to incorporate programming content into the chemistry curricula. Using the MATLAB graphical user interface development environment (GUIDE), students can…

Innovative Multimedia for Teaching Nematology

PubMed Central

Eisenback, J. D.

1993-01-01

The availability of interactive multimedia authoring software programs promises to revolutionize the teaching of nematology. These programs integrate text, hypertext, graphics, animations, video, and sound. The user interacts with the information on demand in a nonlinear fashion. Beginning students can limit themselves to the general outlines of the subject, and advanced students can explore the information to the limits of their ability. Use of interactive multimedia does not eliminate the need for effective, enthusiastic teachers but provides a mechanism for the efficient transfer of information. An interactive multimedia presentation that supplements lectures in an introductory course is presented as an example of the application of this technology for teaching nematology. PMID:19279782

Formation of readiness for future physics teachers by using interactive learning tools

NASA Astrophysics Data System (ADS)

Kulikova, N. U.; Danilchuk, E. V.; Zhidkova, A. V.

2017-01-01

In this article we give the reviewing of approaches to the preparedness of future physics teachers for the usage of interactive means of education as an important part of their professional activity. We discuss the key concepts such as interactivity, an interactive dialogue, and interactive means of education. The conception of interactive means of education as a tool of teachers' professional activity, which provides a way for the students to intensify their learning in class by using interactive tools and electronic educational resources, is validated. Furthermore, it is proved that interactive means of education allow the students to intensify their learning in the course of an interactive dialogue by means of organization different types of feedback in electronic educational resources (the program behavior depending on a user actions in the form of comments, prompts, elements of arrangement of objects, etc, the control and correction of students' actions by the program, providing with recommendations for further learning, carrying out constant access to reference information, etc), involving in different types of educational activity (modeling, investigation, etc), self-selection of time, speed, content of learning, complexity and priority of the usage of educational information on the screen, etc. By training students - future teachers of physics authors consider technological aspects, methodical features and examples of creation of these resources for physics lesson.

The Importance of Human-Computer Interaction in Radiology E-learning.

PubMed

den Harder, Annemarie M; Frijlingh, Marissa; Ravesloot, Cécile J; Oosterbaan, Anne E; van der Gijp, Anouk

2016-04-01

With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction possibilities in radiology e-learning programs and evidence for effects of radiology e-learning on learning outcomes and perspectives of medical students and teachers. A systematic search in PubMed, EMBASE, Cochrane, ERIC, and PsycInfo was performed. Articles were screened by two authors and included when they concerned the evaluation of radiological e-learning tools for undergraduate medical students. Nineteen articles were included. Seven studies evaluated e-learning programs with image interaction possibilities. Students perceived e-learning with image interaction possibilities to be a useful addition to learning with hard copy images and to be effective for learning 3D anatomy. Both e-learning programs with and without image interaction possibilities were found to improve radiological knowledge and skills. In general, students found e-learning programs easy to use, rated image quality high, and found the difficulty level of the courses appropriate. Furthermore, they felt that their knowledge and understanding of radiology improved by using e-learning. In conclusion, the addition of radiology e-learning in undergraduate medical education can improve radiological knowledge and image interpretation skills. Differences between the effect of e-learning with and without image interpretation possibilities on learning outcomes are unknown and should be subject to future research.

An Informal Outreach Model for Fostering Diversity and inclusion in the Sciences

NASA Astrophysics Data System (ADS)

Morris, P. A.; Obot, V.

2006-05-01

In the greater Houston area we have developed an effective informal education model that encourages communication between racial and ethnic groups, increases the base knowledge of space science, and promotes family involvement in science education. Space Science Student Ambassadors (SSSA), part of a NASA funded MUCERPI program, is student led and interacts with the community through interactive demonstrations, mini-classes for schools, museums, youth clubs, neighborhood centers and community family events. The events vary in length from one day to three weeks. The predominantly African American and Hispanic student ambassadors are recruited from inner city high schools and minority serving universities. NASA Johnson Space Center scientists are involved in the science education and training of the students. The students receive training in safety, classroom control, time management and team building skills. The lead SSSA contacts potential venues and establishes the event calendar. The students organize the activities for each venue. The SSSA increase their science knowledge. The diversity of the students and their cordial interactions serve as role models for venue participants. The participants can visually see the lack of ethnic or racial boundaries as the ambassadors interact with each other and the audience. Many of our SSSA have stated in evaluations that they have learned more about space science in our program than in their classes. Some of our SSSA are now pursuing graduate degrees in the geosciences. These students, prior to their involvement in our program, would not have pursued graduate degrees or they may have pursued degrees in other fields.

Computer simulations for the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission through NASA's "Project Spectra!"

NASA Astrophysics Data System (ADS)

Christofferson, R.; Wood, E. L.; Euler, G.

2012-12-01

"Project Spectra!" is a standards-based light science and engineering program on solar system exploration that includes both hands-on paper and pencil activities as well as Flash-based computer games that help students solidify understanding of high-level planetary and solar physics. Using computer interactive games where students experience and manipulate the information makes abstract concepts accessible. Visualizing lessons with multi-media tools solidifies understanding and retention of knowledge. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. As a part of the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission education programming, we've developed two new "Project Spectra!" interactives that go hand-in-hand with a paper and pencil activity. The MAVEN mission will study volatiles in the upper atmosphere to help piece together Mars' climate history. In the first interactive, students explore black body radiation, albedo, and a simplified greenhouse effect to establish what factors contribute to overall planetary temperature and how they contribute. Students are asked to create a scenario in which a planet they build and design is able to maintain liquid water on the surface. In the second interactive, students are asked to consider Mars and the conditions needed for Mars to support water on the surface, keeping some variables fixed. Ideally, students will walk away with the very basic and critical elements required for climate studies, which has far-reaching implications beyond the study of Mars. These interactives are currently being pilot tested at Arvada High School in Colorado.

Computer simulations for the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission through NASA's 'Project Spectra!'

NASA Astrophysics Data System (ADS)

Wood, E. L.

2013-12-01

'Project Spectra!' is a standards-based light science and engineering program on solar system exploration that includes both hands-on paper and pencil activities as well as Flash-based computer games that help students solidify understanding of high-level planetary and solar physics. Using computer interactive games where students experience and manipulate the information makes abstract concepts accessible. Visualizing lessons with multi-media tools solidifies understanding and retention of knowledge. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. As a part of the Mars Atmospheric and Volatile EvolutioN (MAVEN) mission education programming, we've developed two new 'Project Spectra!' interactives that go hand-in-hand with a paper and pencil activity. The MAVEN mission will study volatiles in the upper atmosphere to help piece together Mars' climate history. In the first interactive, students explore black body radiation, albedo, and a simplified greenhouse effect to establish what factors contribute to overall planetary temperature and how they contribute. Students are asked to create a scenario in which a planet they build and design is able to maintain liquid water on the surface. In the second interactive, students are asked to consider Mars and the conditions needed for Mars to support water on the surface, keeping some variables fixed. Ideally, students will walk away with the very basic and critical elements required for climate studies, which has far-reaching implications beyond the study of Mars. These interactives were pilot tested at Arvada High School in Colorado.

Research on Webbed Connectivity in a Web-Based Learning Environment: Online Social Work Education

ERIC Educational Resources Information Center

Noble, Dorinda; Russell, Amy Catherine

2013-01-01

This paper describes the preliminary data and analysis of how students in an online MSW program perceive their experiences, interactions, and responses to learning structure, material, and technology in the Web environment. The student perceptions, which have been used to refine the online program, highlight how important it is to students to feel…

Austin Youth River Watch Program: 1992-93 Final Report. Publication Number 92.33.

ERIC Educational Resources Information Center

Turner, Jeannine

The City of Austin (Texas) provides funds for an educational initiative to involve minority high school students in water quality issues and to reduce the dropout rate through positive role model interaction with academically successful students. Principal program activities were testing river water for pollutants and tutoring at-risk students by…

2017 LLNL Nuclear Forensics Summer Internship Program

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

Zavarin, Mavrik

The Lawrence Livermore National Laboratory (LLNL) Nuclear Forensics Summer Internship Program (NFSIP) is designed to give graduate students an opportunity to come to LLNL for 8-10 weeks of hands-on research. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work in poster format at the end of the program. Students can also meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL.

Culturally responsive middle school science: A case study of needs, demands, and challenges

NASA Astrophysics Data System (ADS)

Woodrow, Kelli Ellen

2007-12-01

Culturally responsive programming has been proposed as a remedy for the well-documented disconnect between schools and the ethnically and culturally diverse students who attend them. These programs often focus on creating instructional materials and pedagogical practices that are aligned with the knowledges, perspectives and practices of these students. This study builds on that literature and examines the needs, demands, and challenges of developing a culturally responsive health science program for ethnically and culturally diverse urban middle school students. I approached this problem through a content analysis of the intended curriculum and a microethnography of the enacted curriculum. In my analysis of the intended curriculum, I adapted a science textbook analysis instrument created by the American Association for the Advancement of Science (AAAS) to include criteria related to identified features of culturally responsive education. Using these modified analytic criteria, I found that the pilot drafts of the curricular materials excelled in the areas of engaging students in relevant phenomenon but lacked many of these specifically culturally responsive elements. Recommendations were made to redress these deficiencies. In my analysis of the enacted curriculum, I observed in five eighth grade classrooms where the program was being implemented. I used participant observation, audio and video tape recordings, artifacts, and interviews over a six-month period to investigate teacher/student interactions, the social organization of the classrooms, and students' culturally distinctive knowledge resources---or what is sometimes referred to as their "funds of knowledge." I found that the affective interactions between teachers and students were precursors to any reform, and that students and teachers similarly defined these interactions as "teacher care." In addition, I found that the social organization of the classroom often privileged official content and ways of knowing while limiting students' ability to publicly draw on their unique funds of knowledge or to access their scientific sensemaking resources. Through the use of data accumulated from my curriculum analysis and classroom observations, I concluded that culturally responsive program development must incorporate both curricular development and inservice professional development focused not only on science but also on fundamental aspects of classroom interactions.

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

What Works: The Results of Evaluations on Two Interactive Multimedia Programs.

ERIC Educational Resources Information Center

Schmidt, Kathy J.

The American Institute for Learning (AIL) has developed two interactive multimedia drug-awareness programs for secondary students who have used substances experimentally or are being challenged by others to experiment with drugs. The first, "Addiction and Its Processes," is an awareness program with video and computer capabilities and an…

Evaluation of the Science Enrichment Activities (SEA) Program: A Decision Oriented Model.

ERIC Educational Resources Information Center

Linn, Marcia C.

1978-01-01

Three questions guided an evaluation of sixth and eighth grade science enrichment activities: (1) Does a free choice interactive program affect cognitive abilities? (2) Do students in a free choice program make predictable selections of activities based on their age, sex, or ability level? and (3) Are specific student choices associated with…

Learning Through Survival: An Approach to Foreign Language Teaching. A Program Description and Evaluation.

ERIC Educational Resources Information Center

Travers, Claudia S.; Reilly, Joseph T. M.

A foreign travel program for eighth grade French language students from Shoreham, New York was developed to provide language speaking practice in Quebec, Canada. The program was designed to allow students to spend as much time as possible speaking the language and interacting with the people. The following "survival through speaking"…

Project to Mainstream Gifted Handicapped Students into Selected Models of the Executive High School Internships Program: Evaluation Report.

ERIC Educational Resources Information Center

Baken, Joan W.; Benner, Susan M.

As a supplement to the standard in-school high school curriculum, the Executive High School Internship Program provides experiential learning opportunities for gifted high school students. The program focuses on management-level field placements through which participants learn to make decisions, interact with the world-of-work, and assume…

Implementing an Audience-Specific Small-Group Gatekeeper Training Program to Respond to Suicide Risk among College Students: A Case Study

ERIC Educational Resources Information Center

Cimini, M. Dolores; Rivero, Estela M.; Bernier, Joseph E.; Stanley, Judith A.; Murray, Andrea D.; Anderson, Drew A.; Wright, Heidi R.; Bapat, Mona

2014-01-01

Objective: This case study evaluated the effectiveness of an audience-specific, single-session, small-group interactive gatekeeper training program conducted at a large northeastern public university. Participants: Participants were 335 faculty, staff, and students completing gatekeeper training programs tailored to their group needs. Methods:…

Arctic Connections, an Interactive CD-ROM Program for Middle School Science

NASA Astrophysics Data System (ADS)

Elias, S. A.

2003-12-01

In this project we developed an interactive CD-ROM program for middle school students, accompanied by an interactive web site. The project was sponsored by a grant from the NSF ESIE Instructional Materials Development program. One of the major goals of this project was to involve middle school students in inquiry-based science education, using topics that are of interest to students in Arctic communities. Native Alaskan students have traditionally done poorly in science at the secondary level, and few have gone on to major in the sciences in college or to pursue scientific careers. Part of the problem is a perceived dichotomy between science and traditional Native ways of knowing about the natural world. Hence some students reject the scientific method as being foreign to their native culture. Our goal was to help bridge this cultural barrier, and to demonstrate to native students that the scientific method is not antithetical to their traditional way of life. The program uses story modules that discuss both scientific and Native ways of understanding, through the use of action-adventure stories and brief learning modules. The aim was to show students the relevance of science to their daily lives, and to convince them that scientific methods are a vital tool in solving major problems in arctic communities. Each action-adventure story contains a series of problems that the program user must solve through interactive participation, in order for the story to progress. The interactive elements include answering quiz questions correctly, measuring pH by comparing litmus paper colors, measuring archaeological artifact dimensions, finding the location of fossil bones in a photograph, and correctly identifying photographs of whale species, arctic plants, and fish. The stories contain a mixture of live-action film sequences and voice-over sketch art story boards. The ten modules include such topics as arctic flora and fauna (including terrestrial and sea mammals), arctic solar phenomena, the archaeology and ice-age history of Alaska, water quality, sea ice, permafrost, and climatology. The topics are designed to show connections between the past, present, and future of the Arctic, highlighting problems that can be addressed by scientific inquiry. The accompanying teacher's guide contains a series of hands-on experiments and additional learning materials for each module. The scientific information contained in the modules was refereed by a team of experts who have also volunteered to respond to student questions via e-mail. During the last three years, the program has been field tested in middle schools in Barrow, Kotzebue, Fairbanks, and Anchorage, Alaska. These tests have brought many suggestions for improvements from both teachers and students. The program is in its final evaluation phase, and will be available to schools early in 2004.

Broader Impact Actualized: Collaborative Efforts that Facilitate Successful Movement of Underrepresented Students Through the Pipeline

NASA Astrophysics Data System (ADS)

Pyrtle, A. J.; Whitney, V. W.

2007-12-01

The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Initiative \\(MS PHD'S)\\ was established by and for underrepresented minorities to facilitate increased and sustained participation in Earth system science community. Based on successful experiences of students within the SOARS program, the MS PHD'S 2003 pilot project incorporated a team mentoring structure. Student interaction with multiple mentors resulted in exposure to multiple learning perspectives and increased one-on-one, mentee/mentor interaction. Since program inception, eleven \\(11)\\ minority Earth system scientists have served as Program mentors and eighty-two (82) minority and non-minority scientists have served as Meeting Mentors to MS PHD'S student participants A total of ninety-nine \\(99)\\ undergraduate and graduate students from underrepresented populations have participated in the MS PHD'S program. Twenty-five undergraduate and graduate students participated in the MS PHD'S pilot program in 2003 as Cohort I. During FY 04-05, Cohort II consisted of twenty-seven students and twenty-three students formed Cohort III. FY 06-07, twenty-four (24) students formed Cohort IV. Of the ninety-nine \\(99)\\ student participants, fifty-four \\(54)\\ MS PHD'S student participants self-identified as African American, twenty-seven \\(27)\\ as Puerto Rican, six \\(6)\\ as Hispanic/Mexican American, eight \\(8)\\ as Native American and one \\(1)\\ each as African, Asian, Pacific Islander and Multi-Ethnic. During the five \\(5)\\ year span of MS PHD'S programming, fourteen \\(14)\\ student participants completed BS degrees, ten (10) completed MS degrees and seven \\(7\\ completed the Doctoral degrees. How did MS PHD'S establish meaningful engagement of the science community to enhance diversity within the Earth system science community? This case study reveals replicable processes and constructs to enhance the quality of meaningful collaboration and engagement. In addition, the study addresses frequently asked questions \\ (FAQ's)\\ on outreach, recruitment, engagement, retention and success of students from underrepresented populations within diversity-focused programs.

Robotics Competitions: The Choice Is up to You!

ERIC Educational Resources Information Center

Johnson, Richard T.; Londt, Susan E.

2010-01-01

Competitive robotics as an interactive experience can increase the level of student participation in technology education, inspire students to consider careers in technical fields, and enhance the visibility of technology education programs. Implemented correctly, a competitive robotics program can provide a stimulating learning environment for…

A virtual patient software program to improve pharmacy student learning in a comprehensive disease management course.

PubMed

Douglass, Mark A; Casale, Jillian P; Skirvin, J Andrew; DiVall, Margarita V

2013-10-14

To implement and assess the impact of a virtual patient pilot program on pharmacy students' clinical competence skills. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students' posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes.

Interaction in Online Courses: More Is NOT Always Better

ERIC Educational Resources Information Center

Grandzol, Christian J.; Grandzol, John R.

2010-01-01

Cognitive theory suggests more interaction in learning environments leads to improved learning outcomes and increased student satisfaction, two indicators of success useful to program administrators. Using a sample of 359 lower-level online, undergraduate business courses, we investigated course enrollments, student and faculty time spent in…

NASA LIVE Creating a Global Classroom

ERIC Educational Resources Information Center

Townes-Young, Katrina L.; Ewing, Virginia R.

2005-01-01

This article describes NASA LIVE (Learning through Interactive Videoconferencing Experiences), a free series of videoconferencing programs produced by NASA's Langley Center for Distance Learning in Hampton, Virginia. NASA LIVE is designed for K-12 educators and students, allowing teachers and students to interact with NASA experts in a virtual…

Ideal for Whom? A Cultural Analysis of Ideal Worker Norms in Higher Education and Student Affairs Graduate Programs

ERIC Educational Resources Information Center

Sallee, Margaret W.

2016-01-01

This chapter explores the consequences of ideal worker norms for graduate student-parents in higher education and student affairs programs. Using Schein's (2004) levels of culture as a conceptual lens, this chapter considers the ways that programmatic structures and interactions with faculty and peers reflect and reproduce a culture across…

The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students' Success and Intent to Persist

ERIC Educational Resources Information Center

Tovar, Esau

2015-01-01

This study examines how interactions with institutional agents (faculty and academic counselors) and select student support programs influence success (i.e., grade point average) and intentions to persist to degree completion for Latino/a community college students. Using social capital theory and college impact models, the study controls for the…

McDonald Observatory Visitor Center Education Programs

NASA Astrophysics Data System (ADS)

Hemenway, M. K.; Armosky, B. J.; Wetzel, M.; Preston, S.

2002-12-01

The opening of the new Visitor Center at McDonald Observatory in Fort Davis, Texas provided an opportunity to greatly expand the Observatory's outreach efforts to students and teachers. In addition to a theater, outdoor telescope park, and amphitheater, the facility contains a classroom and an exhibit entitled ``Decoding Starlight." In preparation for the opening, new teacher-friendly materials were written to provide standards aligned (both state and national) classroom activities for students. These activities form the core for both the multi-day Professional Development Program for teachers and the Student Field Experience Program. Student Field Experiences often begin with a tour specifically designed for student groups to emphasize careers and life at the Observatory. The group then interacts with the exhibit using Exhibit Guides that were developed for various grade levels. When their schedule allows, student groups may also participate in nighttime observing activities. Smaller groups (under 30 members) may choose from a menu of hands-on activities offered within the classroom. The positive reception of these activities has led to their inclusion in the existing Elderhostel program for senior citizens. We gratefully acknowledge the support of NSF 96-26965 ``Fingerprinting the Universe - An Interactive, Bilingual Exhibit on Spectroscopy," NSF 97-05340 ``Universo, Hispanic Heritage Month Programs, and StarDate in the Classroom," and NASA IDEAS HST-ED-90234-.01 ``Enriching the Experience at McDonald Observatory: Pre/Post Visit Materials for Teachers and Students."

A synchronous communication experiment within an online distance learning program: a case study.

PubMed

Boulos, Maged N Kamel; Taylor, Andrea D; Breton, Alice

2005-10-01

Student-teacher and student-student interactions in purely asynchronous distance learning courses are much lacking compared to similar interactions found in face-to-face teaching, causing learners to experience feelings of isolation, thus reducing motivation and increasing dropout rates. We used PalTalk, an Internet text and audio chat client from AVM Software, Inc. (New York, NY), to offer our students live virtual classroom sessions within a unit of our online distance learning M.Sc. program in Healthcare Informatics. On-demand replays of audio excerpts from the sessions were also provided to accommodate absenteeism and for student review. Five students completed an evaluation questionnaire. Our results highlighted the potential merits of using synchronous conferencing to assist in fostering a sense of belonging to one supportive learning community among distance learners and improve educational outcomes. Students were very positive toward the real-time human interaction and voted for a 95/5 (asynchronous/synchronous percentages) blended delivery approach for a typical unit in our program. They also praised PalTalk's voice quality and ease of use. This paper presents educational and technological perspectives about this experiment in the form of a state-of the- art review, without intending to be statistically rigorous. However, robust research evidence is still required to convince educators fully about the benefits of synchronous communication tools and help them decide on the most suitable solutions for their particular circumstances.

REU in Physics at Kansas State University--- an Evolving Program

NASA Astrophysics Data System (ADS)

Corwin, Kristan; Glymour, Bruce; Lara, Amy; Weaver, Larry; Zollman, Dean

2009-03-01

The REU site in the Physics Department at Kansas State University, funded by NSF for 13 years between 1992 and 2007, originally focused on atomic collision physics. Now the theme has broadened to include laser-matter interactions on atomic and nanoscales, and an ethics component is incorporated. Students study how atoms and molecules interact with ultra-fast optical and x-ray pulses, reveal the structure of nanoparticle crystallization and gel formation with scattered laser light, and develop computer codes for atomic interactions in Bose-Einstein condensates and nanoparticle self-assembly from lattices to gels; some have traveled to Japan for neutrino experiments. The students we select come primarily from smaller colleges and universities in the Midwest where research opportunities are limited. Prof. Weaver, who has served as PI since 1992, facilitates their transition from a teaching to research environment through lectures and individual interactions. Our program is in a period of transition. While Prof. Weaver continues to be the ``impedance match'' between students and mentors, other leadership roles are gradually being assumed by a team of faculty members who strive to preserve the intimacy and excellence of the program.

Adolescents' perceptions of substance abuse prevention strategies.

PubMed

Lisnov, L; Harding, C G; Safer, L A; Kavanagh, J

1998-01-01

As part of a 3-year evaluation of substance abuse prevention strategies (Harding, Safer, Kavanagh, Bania, Carty, Lisnov, & Wysockey, 1996), this study examined the perceptions of 719 sixth- through ninth-grade Chicago public school students. School-based programs were rated as significantly more effective on six prevention objectives than were television ads, testimonials by famous people, billboards, and print ads displayed on public transportation. Students perceived the two school-based programs, Project DARE (a national program conducted through local police departments) and Captain Clean (an intense live theater program coordinated with student participation), as being equally effective overall, although the interactive theater program was rated as significantly better at encouraging students to talk about their feelings concerning substance abuse issues and at relating to the students' ethnic/racial backgrounds. When students were categorized according to frequency of alcohol use, nonusers, infrequent users, and frequent users differed significantly in their ratings of the school-based programs.

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

PubMed

Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

2017-02-01

School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

A Cognitive Model of How Interactive Multimedia Authoring Facilitates Conceptual Understanding of Object-Oriented Programming in Novices

ERIC Educational Resources Information Center

Yuen, Timothy; Liu, Min

2011-01-01

This paper presents a cognitive model of how interactive multimedia authoring (IMA) affect novices' cognition in object-oriented programming. This model was generated through an empirical study of first year computer science students at the university level being engaged in interactive multimedia authoring of a role-playing game. Clinical…

Snapping Sharks, Maddening Mindreaders, and Interactive Images: Teaching Correlation.

ERIC Educational Resources Information Center

Mitchell, Mark L.

Understanding correlation coefficients is difficult for students. A free computer program that helps introductory psychology students distinguish between positive and negative correlation, and which also teaches them to understand the differences between correlation coefficients of different size is described in this paper. The program is…

The Social Benefits of Intramural Sports

ERIC Educational Resources Information Center

Artinger, Lori; Clapham, Lisa; Hunt, Carla; Meigs, Matthew; Milord, Nadia; Sampson, Bryan; Forrester, Scott A.

2006-01-01

One of the distinguishing features of collegiate student recreational sports complexes is the sense of community that is intentionally introduced in the programs and services that occur within these facilities. Intramural sports programs provide a powerful medium for student interaction (Belch, Gebel, & Mass, 2001). This study was designed to…

Assessment of a Professional Development Program on Adult Learning Theory

ERIC Educational Resources Information Center

Malik, Melinda

2016-01-01

Librarians at colleges and universities invested in graduate education must understand and incorporate adult learning theories in their reference and instruction interactions with graduate students to more effectively support the students' learning. After participating in a professional development program about adult learning theory, librarians…

Real-time Science and Educational Collaboration Online from the Indian Ocean

NASA Astrophysics Data System (ADS)

Wilson, R. H.; Sager, W. W.

2007-12-01

During Summer of 2007, scientists and students (via the web) jointly participated in research during the Ninety East Ridge Expedition (cruise KNOX06RR) . Staff organizers from Joint Oceanographic Institutions" JOI Learning and the Integrated Ocean Drilling Program planned and implemented an interactive website to allow students to directly participate with scientists during the site survey aboard the R/V Roger Revelle. Dr. Will Sager and middle school teacher Rory Wilson collaborated daily during the scientific expedition with science team, ship crew and students. From the outset, students were involved and helped to guide the program; this included coming up with the website name and initial design work. Communication with students included the website, individual and group emails and video conferences with student groups. Seven secondary schools from the USA, Europe, India and Thailand participated actively in the project from June to August. Students viewed daily updates on the website, sent in answers for weekly science challenge questions, and interacted with scientists and crew. Student participants learned about navigation, geophysics and petrology, as well as ship operations and technology. Students and educators tracked the expedition's progress in a multi-media environment. Website statistics were recorded; participation began well and increased during the expedition as more people became engaged with the website. All of the crew and scientists wrote self-profiles to help students learn about the range of ocean careers; several of the scientists and graduate students on board wrote or co- authored website articles for students. During this presentation, we will explore and review the major features of the outreach program using the Sea90e website to demonstrate how this real-time interaction engages students in science learning. We will discuss the benefits of collaboration for science and education in our "classroom at sea."

Designing Journalists: Teaching Journalism Students to Think Like Web Designers

ERIC Educational Resources Information Center

Gyori, Bradford; Charles, Mathew

2018-01-01

The authors introduced 80 university-level journalism students to a web design program called Klynt and supervised the creation of multiple interactive documentaries. They discovered that fledgling reporters could effectively design interactive media while creating work that reflects their own candid and extemporaneous ethos. Building on the…

Nonfiction Reading Comprehension in Middle School: Exploring in Interactive Software Approach

ERIC Educational Resources Information Center

Wolff, Evelyn S.; Isecke, Harriet; Rhoads, Christopher; Madura, John P.

2013-01-01

The struggles of students in the United States to comprehend non-fiction science text are well documented. Middle school students, in particular, have minimal instruction in comprehending nonfiction and flounder on assessments. This article describes the development process of the Readorium software, an interactive web-based program being…

Interaction Effects of Hypervideo Navigation Variables in College Students' Self-Regulated Learning

ERIC Educational Resources Information Center

Azmy, Nabil

2013-01-01

The purpose of this study is to investigate the question of whether the interaction effects of hypervideo navigation variables (navigation control and navigation links) would affect college students' self-regulated learning just after their learning from instructional hypervideo programs. Navigation control (free navigation or free navigation with…

Interactive Video Games in Physical Education

ERIC Educational Resources Information Center

Trout, Josh; Christie, Brett

2007-01-01

As the obesity epidemic in the United States spreads among children and teenagers, due in part to sedentary lifestyles, some physical education programs are using interactive video games to keep students engaged in physical activity. These innovative games make physical activity fun and challenging for both high- and low-skilled students. Although…

2016 LLNL Nuclear Forensics Summer Program

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

Zavarin, Mavrik

The Lawrence Livermore National Laboratory (LLNL) Nuclear Forensics Summer Program is designed to give graduate students an opportunity to come to LLNL for 8–10 weeks for a hands-on research experience. Students conduct research under the supervision of a staff scientist, attend a weekly lecture series, interact with other students, and present their work in poster format at the end of the program. Students also have the opportunity to meet staff scientists one-on-one, participate in LLNL facility tours (e.g., the National Ignition Facility and Center for Accelerator Mass Spectrometry), and gain a better understanding of the various science programs at LLNL.

ISS Robotic Student Programming

NASA Technical Reports Server (NTRS)

Barlow, J.; Benavides, J.; Hanson, R.; Cortez, J.; Le Vasseur, D.; Soloway, D.; Oyadomari, K.

2016-01-01

The SPHERES facility is a set of three free-flying satellites launched in 2006. In addition to scientists and engineering, middle- and high-school students program the SPHERES during the annual Zero Robotics programming competition. Zero Robotics conducts virtual competitions via simulator and on SPHERES aboard the ISS, with students doing the programming. A web interface allows teams to submit code, receive results, collaborate, and compete in simulator-based initial rounds and semi-final rounds. The final round of each competition is conducted with SPHERES aboard the ISS. At the end of 2017 a new robotic platform called Astrobee will launch, providing new game elements and new ground support for even more student interaction.

Frustrations among graduates of athletic training education programs.

PubMed

Bowman, Thomas G; Dodge, Thomas M

2013-01-01

Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Qualitative study. National Athletic Trainers' Association (NATA) accredited postprofessional education program. Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

Gatherings as a retention strategy.

PubMed

Stokes, Lillian Gatlin

2003-01-01

Retention has long been an issue for minority students enrolled in nursing programs. Indiana University put into place an initiative to enhance retention. The initiative is "Gatherings" which provide a means for maintaining contact and direct communication with minority/international students. Gatherings allow students at varied levels in the program to interact with each other and to share issues and concerns. Over a five-year period, the benefits of this initiative have been voiced by students. These students have strongly encouraged continuation of "gatherings". Plans are underway to start similar sessions for all students.

Migrant Students' Emergent Conscientization through Critical, Socioculturally Responsive Literacy Pedagogy

ERIC Educational Resources Information Center

Stevenson, Alma; Beck, Scott

2017-01-01

This article analyzes data from a summer literacy program for intermediate and middle-level children of migrant farmworkers. The program was grounded in a sociocultural perspective on literacy, stressing the importance of interaction and collaboration within socioculturally responsive pedagogy, using enabling literature to empower students.…

History Comes Alive.

ERIC Educational Resources Information Center

Shultz, Gary

This chapter describes the development of a set of programs called "History Comes Alive," a series of historical simulations and interactive experiences for students at heritage sites in Ontario. The programs allow students from Ontario and New York to relive the past by spending 3 days and 2 nights in a simulated historical setting. In…

Effective Practices for Evaluating STEM Out-of-School Time Programs

ERIC Educational Resources Information Center

Wilkerson, Stephanie B.; Haden, Carol M.

2014-01-01

Science, technology, engineering, and mathematics (STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. The differences these programs…

The Use and Evaluation of Videodiscs in the Chemistry Laboratory.

ERIC Educational Resources Information Center

Russell, Arlene A.; And Others

1985-01-01

Describes a quantitative evaluation of an interactive videodisc program in which students measure the temperature dependence of the solubility product of lead chloride by titration of chloride with silver nitrate using a Mohr titration. Student reaction (based on responses made using the program, quiz answers, and laboratory performance) was…

The Student Success Coach

ERIC Educational Resources Information Center

Neuhauser, Claudia; Weber, Kendra

2011-01-01

An innovative position, a Student Success Coach, was created in response to a newly developed undergraduate-degree program on the recently established University of Minnesota Rochester campus. Student Success Coaches serve as the link between the academic and student affairs sides of the campus. They interact closely with students and faculty to…

Technology for Analysis of Student Interactions With Complex Programs. Final Report for Period January 1972-February 1973.

ERIC Educational Resources Information Center

Lukas, George; Feurzeig, Wallace

A description is provided of a computer system designed to aid in the analysis of student programing work. The first section of the report consists of an overview and user's guide. In it, the system input is described in terms of a "dribble file" which records all student inputs generated; also an introduction is given to the aids…

Jupyter Notebooks as tools for interactive learning of Concepts in Structural Geology and efficient grading of exercises.

NASA Astrophysics Data System (ADS)

Niederau, Jan; Wellmann, Florian; Maersch, Jannik; Urai, Janos

2017-04-01

Programming is increasingly recognised an important skill for geoscientists - however, the hurdle to jump into programming for students with little or no experience can be high. We present here teaching concepts on the basis of Jupyter notebooks that combine, in an intuitive way, formatted instruction text with code cells in a single environment. This integration allows for an exposure to programming on several levels: from a complete interactive presentation of content, where students require no or very limited programming experience, to highly complex geoscientific computations. We consider these notebooks therefore as an ideal medium to present computational content to students in the field of geosciences. We show here how we use these notebooks to develop digital documents in Python for undergrad-students, who can then learn about basic concepts in structural geology via self-assessment. Such notebooks comprise concepts such as: stress tensor, strain ellipse, or the mohr circle. Students can interactively change parameters, e.g. by using sliders and immediately see the results. They can further experiment and extend the notebook by writing their own code within the notebook. Jupyter Notebooks for teaching purposes can be provided ready-to-use via online services. That is, students do not need to install additional software on their devices in order to work with the notebooks. We also use Jupyter Notebooks for automatic grading of programming assignments in multiple lectures. An implemented workflow facilitates the generation, distribution of assignments, as well as the final grading. Compared to previous grading methods with a high percentage of repetitive manual grading, the implemented workflow proves to be much more time efficient.

SnapAnatomy, a computer-based interactive tool for independent learning of human anatomy.

PubMed

Yip, George W; Rajendran, Kanagasuntheram

2008-06-01

Computer-aided instruction materials are becoming increasing popular in medical education and particularly in the teaching of human anatomy. This paper describes SnapAnatomy, a new interactive program that the authors designed for independent learning of anatomy. SnapAnatomy is primarily tailored for the beginner student to encourage the learning of anatomy by developing a three-dimensional visualization of human structure that is essential to applications in clinical practice and the understanding of function. The program allows the student to take apart and to accurately put together body components in an interactive, self-paced and variable manner to achieve the learning outcome.

An Integral, Multidisciplinary and Global Geophysical Field Experience for Undergraduates

NASA Astrophysics Data System (ADS)

Vázquez, O.; Carrillo, D. J.; Pérez-Campos, X.

2007-05-01

The udergraduate program of Geophysical Engineering at the School of Engineering, of the Univesidad Nacional Autónoma de México (UNAM), went through an update process that concluded in 2006. As part of the program, the student takes three geophysical prospecting courses (gravity and magnetics, electric, electromagnetics, and seismic methods). The older program required a three-week field experience for each course in order to gradute. The new program considers only one extended field experience. This work stresses the importance of international academic exchange, where undergraduate students could participate, such as the Summer of Applied Geophysical Experience (SAGE), and interaction with research programs, such as the MesoAmerican Subduction Experiment (MASE). Also, we propose a scheeme for this activity based on those examples; both of them have in common real geophysical problems, from which students could benefit. Our proposal covers academic and logistic aspects to be taken into account, enhancing the relevance of interaction between other academic institutions, industry, and UNAM, in order to obtain a broader view of geophysics.

"ToothPIC": An Interactive Application for Teaching Oral Anatomy

ERIC Educational Resources Information Center

Javaid, Maria; Ashrafi, Seema; Zefran, Mil; Steinberg, Arnold D.

2016-01-01

This paper describes the development and evaluation of an interactive educational program, "Tooth" "P"lacement and "I"dentification "C"oach ("ToothPIC"). The program uses a game-based learning paradigm and 3D visualization techniques to allow first year dentistry and hygiene students to get…

ZAPs: Using Interactive Programs for Learning Psychology

ERIC Educational Resources Information Center

Hulshof, Casper D.; Eysink, Tessa H. S.; Loyens, Sofie; de Jong, Ton

2005-01-01

ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach…

Student Computer Dialogs Without Special Purpose Languages.

ERIC Educational Resources Information Center

Bork, Alfred

The phrase "student computer dialogs" refers to interactive sessions between the student and the computer. Rather than using programing languages specifically designed for computer assisted instruction (CAI), existing general purpose languages should be emphasized in the future development of student computer dialogs, as the power and…

Interactive Web-based tutorials for teaching digital electronics

NASA Astrophysics Data System (ADS)

Bailey, Donald G.

2000-10-01

With a wide range of student abilities in a class, it is difficult to effectively teach and stimulate all students. A series of web based tutorials was designed to help weaker students and stretch the stronger students. The tutorials consist of a series of HTML web pages with embedded Java applets. This combination is particularly powerful for providing interactive demonstrations because any textual content may be easily provided within the web page. The applet is able to be a compete working program that dynamically illustrates the concept, or provides a working environment for the student to experiment and work through their solution. The applet is dynamic, and responds to the student through both mouse clicks and keyboard entry. These allow the student to adjust parameters, make selections, and affect the way the program is run or information is displayed. Such interaction allows each applet to provide a mini demonstration or experiment to help the student understand a particular concept or technique. The approach taken is illustrated with a tutorial that dynamically shows the relationships between a truth table, Karnaugh amp, logic circuit and Boolean algebra representations of a logic function, and dramatically illustrates the effect of minimization on the resultant circuit. Use of the tutorial has resulted in significant benefits, particularly with weaker students.

Incorporating Peplau's Theory of Interpersonal Relations to Promote Holistic Communication Between Older Adults and Nursing Students.

PubMed

Deane, William H; Fain, James A

2016-03-01

With the increased life expectancy, older adults will interact with multiple health care providers to manage acute and chronic conditions. These interactions include nursing students who use various health care settings to meet the clinical practicum requirements of their programs. Nursing faculty are charged with facilitating students' learning throughout the program from basic human needs, to holistic communication, to advanced medical surgical concepts. Despite educating students on holistic communication, there remains a lack of a reliable framework to undertake the task of teaching holistic communication skills. Nursing students preparing to function as licensed practitioners need to develop appropriate knowledge to holistically care for older adults. The purpose of this article is to examine Hildegard Peplau's interpersonal relations theory as a framework to assist nursing students to understand holistic communication skills during their encounters with older adults. Peplau's theory provides nursing a useful set of three interlocking and oftentimes overlapping working phases for nurses' interaction with patients in the form of the nurse-patient relationship. Nursing education could adopt the three phases of Peplau's interpersonal relations theory to educate students on holistically communicating with older adults. © The Author(s) 2015.

Lesson Plan Prototype for International Space Station's Interactive Video Education Events

NASA Technical Reports Server (NTRS)

Zigon, Thomas

1999-01-01

The outreach and education components of the International Space Station Program are creating a number of materials, programs, and activities that educate and inform various groups as to the implementation and purposes of the International Space Station. One of the strategies for disseminating this information to K-12 students involves an electronic class room using state of the art video conferencing technology. K-12 classrooms are able to visit the JSC, via an electronic field trip. Students interact with outreach personnel as they are taken on a tour of ISS mockups. Currently these events can be generally characterized as: Being limited to a one shot events, providing only one opportunity for students to view the ISS mockups; Using a "one to many" mode of communications; Using a transmissive, lecture based method of presenting information; Having student interactions limited to Q&A during the live event; Making limited use of media; and Lacking any formal, performance based, demonstration of learning on the part of students. My project involved developing interactive lessons for K-12 students (specifically 7th grade) that will reflect a 2nd generation design for electronic field trips. The goal of this design will be to create electronic field trips that will: Conform to national education standards; More fully utilize existing information resources; Integrate media into field trip presentations; Make support media accessible to both presenters and students; Challenge students to actively participate in field trip related activities; and Provide students with opportunities to demonstrate learning

Interactive Technology and Engaging Learners in the Mathematics Classroom

ERIC Educational Resources Information Center

Camara, Phyllis

2013-01-01

The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade…

Interacting with the World--Moving History beyond the Classroom.

ERIC Educational Resources Information Center

Bebensee, Larry; Evans, Mark

1990-01-01

Describes a project in which students from 11 countries took part in an Arab-Israeli Conflict simulation-- an interactive communication simulation that immersed students in the complex dynamics of international reality. The project is a pilot program from the Region of Peel School Board, Ontario. Example of simulation is appended. (SLM)

The Effect of School and Task Structure on Teacher Interaction, Classroom Organization and Student Affects.

ERIC Educational Resources Information Center

Abramowitz, Susan

This research paper sought to determine whether smaller sized schools decrease student alienation and increase program diversity both within the school and compared to others. Hypotheses tested were: (1) participation in small work units positively affects teacher task interdependence resulting in greater teacher interaction; (2) teacher…

Online Student Perceptions of the Need for a Proximate Community of Engagement at an Independent Study Program

ERIC Educational Resources Information Center

Oviatt, Darin R.; Graham, Charles R.; Borup, Jered; Davies, Randall S.

2016-01-01

Research suggests that collaborative learning designs, which require interaction with teachers and peers, can promote engagement and learning for online courses. Many K-12 students seek supplemental online courses to meet graduation requirements and desire flexibility, which often conflicts with required interactions. This paper asserts that…

Prepare-Participate-Connect: Active Learning with Video Annotation

ERIC Educational Resources Information Center

Colasante, Meg; Douglas, Kathy

2016-01-01

Annotation of video provides students with the opportunity to view and engage with audiovisual content in an interactive and participatory way rather than in passive-receptive mode. This article discusses research into the use of video annotation in four vocational programs at RMIT University in Melbourne, which allowed students to interact with…

Evaluating the Impact of the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

ERIC Educational Resources Information Center

Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

2017-01-01

Designing and evaluating teacher development programs for graduate teaching assistants (GTAs) who teach in the laboratory is a prominent feature of chemistry education research. However, few studies have investigated the impact of a GTA teacher development program on the verbal interactions between participating GTAs and students in the…

Effect of a Novel Interdisciplinary Teaching Program in the Care-continuum on Medical Student Knowledge and Self-Efficacy.

PubMed

Lathia, Amanda; Rothberg, Michael; Heflin, Mitchell; Nottingham, Kelly; Messinger-Rapport, Barbara

2015-10-01

Medical students report that they receive inadequate training in different levels of care, including care transitions to and from post-acute (PA) and long-term care (LTC). The authors implemented the Medical Students as Teachers in Extended Care (MedTEC) program as an educational innovation at the Cleveland Clinic to address training in the care-continuum, as well as the new medical student and physician competencies in PA/LTC. MedTEC is a 7-hour interactive program that supplements standard geriatric didactics during the medical student primary care rotation. This study evaluated the performance of the program in improving medical student knowledge and attitudes on levels and transitions of care. The program occurs in a community facility that includes subacute/skilled nursing, assisted living, and nursing home care. Five to 8 students completing their primary care rotation at the Cleveland Clinic are required to participate in the MedTEC program each month. The program includes up to 3 hours of interactive discussion and opportunities to meet facility staff, residents, and patients. The highlight of the program is a student-led in-service for facility staff. With institutional review board approval as an exempt educational research project, pre- and postactivity surveys assessed self-efficacy and knowledge regarding levels of care for students who participated in the program and a student comparison group. The post-program knowledge test also was administered to hospital medicine staff, and test performance was compared with medical students who participated in the MedTEC program. Between October 2011 and December 2013, approximately 100 students participated in 20 sessions of MedTEC. All students reported improved self-efficacy and attitudes regarding care of older adults and care transition management. Mean percentage correct on the knowledge test increased significantly from 59.8% to 71.2% (P = .004) for the MedTEC participants but not for the comparison group students (63.1%-58.3%, P = .47). There was no significant difference in mean percentage correct on the post-program knowledge test between MedTEC medical students and hospitalists (71.0% versus 70.3%, P = .86). Students led 8 in-service sessions for facility staff on various topics relating to the care of older adults in PA/LTC. The MedTEC program appears to be a successful innovation in medical student education on levels of care. It could serve as a model for building competency of health professionals on managing care transitions and determining appropriate levels of care for older adults. Copyright © 2015 AMDA – The Society for Post-Acute and Long-Term Care Medicine. Published by Elsevier Inc. All rights reserved.

Process evaluation of the project P.A.T.H.S. (secondary 2 program): findings based on the co-walker scheme.

PubMed

Shek, Daniel T L; Tam, Suet-yan

2009-01-01

To understand the implementation quality of the Tier 1 Program (Secondary 2 Curriculum) of the P.A.T.H.S. Project, process evaluation was carried out by co-walkers through classroom observation of 195 units in 131 schools. Results showed that the overall level of program adherence was generally high with an average of 84.55%, and different factors of the implementation process were evaluated as positive. Quality of program implementation and achievement of program objectives were predicted by students' participation and involvement, strategies to enhance students' motivation, opportunity for reflection, time management, and class preparation. Success in program implementation was predicted by students' participation and involvement, classroom control, interactive delivery method, strategies to enhance students' motivation, opportunity for reflection, and lesson preparation.

The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes

ERIC Educational Resources Information Center

Esser, Ted H.

2012-01-01

Overall, pretest-posttest results indicated statistically significant pretest beginning program compared to posttest ending program percentage of behavioral improvement for on task, following directions, and positive interactions outcomes improvement for individual students who completed the elementary grades pro-social cognitive behavioral skills…

Promoting cognitive and social aspects of inquiry through classroom discourse

NASA Astrophysics Data System (ADS)

Jin, Hui; Wei, Xin; Duan, Peiran; Guo, Yuying; Wang, Wenxia

2016-01-01

We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.

Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership

NASA Astrophysics Data System (ADS)

Peker, Deniz; Dolan, Erin

2012-03-01

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student-teacher-scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.

Helping students make meaning of authentic investigations: findings from a student-teacher-scientist partnership.

PubMed

Peker, Deniz; Dolan, Erin

2012-03-01

As student-teacher-scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student-teacher-scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs.

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience.

PubMed

Deal, Alex L; Erickson, Kristen J; Bilsky, Edward J; Hillman, Susan J; Burman, Michael A

2014-01-01

The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general.

Student-to-Student Interaction Revisited: A Case Study of Working Adult Business Students in Online Courses

ERIC Educational Resources Information Center

Kellogg, Deborah L.; Smith, Marlene A.

2009-01-01

Faculty teaching in online environments are universally encouraged to incorporate a variety of student-to-student learning activities into their courses. Although there is a body of both theoretical and empirical work supporting this, adult professional students participating in an online MBA program at an urban business school reported being at…

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships

ERIC Educational Resources Information Center

McKinsey, Elizabeth

2016-01-01

Educational research shows that close student-faculty interaction is a key factor in college student learning and success. Most literature on undergraduate mentoring, however, focuses on planned programs of mentoring for targeted groups of students by non-faculty professionals or student peers. Based on the research literature and student and…

Web-Based SBIRT Skills Training for Health Professional Students and Primary Care Providers

ERIC Educational Resources Information Center

Tanner, T. Bradley; Wilhelm, Susan E.; Rossie, Karen M.; Metcalf, Mary P.

2012-01-01

The authors have developed and assessed 2 innovative, case-based, interactive training programs on substance abuse, one for health professional students on alcohol and one for primary care providers on screening, brief intervention, and referral to treatment (SBIRT). Both programs build skills in substance abuse SBIRT. Real-world effectiveness…

An Empathic Avatar in a Computer-Aided Learning Program to Encourage and Persuade Learners

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Lee, Jih-Hsien; Wang, Chin-Yeh; Chao, Po-Yao; Li, Liang-Yi; Lee, Tzung-Yi

2012-01-01

Animated pedagogical agents with characteristics such as facial expressions, gestures, and human emotions, under an interactive user interface are attractive to students and have high potential to promote students' learning. This study proposes a convenient method to add an embodied empathic avatar into a computer-aided learning program; learners…

Mentoring Factors in Doctoral Programs of Mexican American and American Indian Students.

ERIC Educational Resources Information Center

Williamson, Madeline J.; Fenske, Robert H.

The purpose of this study was to determine factors affecting satisfaction of Mexican American (MA) and American Indian (AI) students with their doctoral programs. Faculty mentoring plays an extremely significant role in minority education. Previous research indicates differences between males and females in their interaction with faculty. Minority…

Mentor and Protege Goal Orientations as Predictors of Newcomer Stress

ERIC Educational Resources Information Center

Fullick, Julia M.; Smith-Jentsch, Kimberly A.; Yarbrough, Charyl Staci; Scielzo, Shannon A.

2012-01-01

Although many academic organizations offer formal mentoring programs, little is known about how individual characteristics of peer mentors and their proteges interact to reduce new-student stress. First-year college students participated in a peer-mentoring program designed to reduce stress. The results of this study demonstrated that proteges who…

Measuring Quality of Delivery in a Substance Use Prevention Program

ERIC Educational Resources Information Center

Giles, Steven; Jackson-Newsom, Julia; Pankratz, Melinda M.; Hansen, William B.; Ringwalt, Christopher L.; Dusenbury, Linda

2008-01-01

The purpose of this study was to develop and validate an observation measure designed to capture teachers' use of interactive teaching skills within the delivery of the All Stars substance use prevention program. Coders counted the number of times teachers praised and encouraged students, accepted and used students' ideas, asked questions,…

Web-based elective courses for medical students: an example in pain.

PubMed

Puljak, Livia; Sapunar, Damir

2011-06-01

Online learning is an efficient new educational method that is able to link teachers with geographically dispersed students and capture the interest of students with interactive materials. Our objective was to describe curricula of new Web-based electives about pain for undergraduate medical education. We created three interactive Web-based elective courses about pain targeted to medical and dental students. "The Puzzle of Pain" course introduced basic concepts of pain and neurobiology of pain. The humanities-based curriculum of "Empathy and Pain" taught students about emotional aspects of pain and empathetic responses. "The Cochrane Library and Pain" course introduced students to the concept of evidence-based medicine, critical appraisal of the literature, and the hierarchy of evidence in medicine. We measured program effectiveness with a pretest/posttest instrument and student satisfaction survey. Mean knowledge scores increased significantly after the program and overall evaluations were positive. Delivering the pain electives for medical students in an online format was an efficient educational method, with high student satisfaction scores. Medical educators should consider online electives for medical students in pain studies as well as in other content areas. Wiley Periodicals, Inc.

Frustrations Among Graduates of Athletic Training Education Programs

PubMed Central

Bowman, Thomas G; Dodge, Thomas M

2013-01-01

Context Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. Objective To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Design Qualitative study. Setting National Athletic Trainers' Association (NATA) accredited postprofessional education program. Patients or Other Participants Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. Data Collection and Analysis We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Results Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. Conclusions In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training. PMID:23672328

U.S. Department of Energy student research participation programs. Underrepresented minorities in U.S. Department of Energy student research participation programs

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

NONE

1996-03-01

The purpose of this study was to identify those particular aspects of US Department of Energy (DOE) research participation programs for undergraduate and graduate students that are most associated with attracting and benefiting underrepresented minority students and encouraging them to pursue careers in science, engineering, and technology. A survey of selected former underrepresented minority participants, focus group analysis, and critical incident analysis serve as the data sources for this report. Data collected from underrepresented minority participants indicate that concerns expressed and suggestions made for conducting student research programs at DOE contractor facilities are not remarkably different from those made bymore » all participants involved in such student research participation programs. With the exception of specific suggestions regarding recruitment, the findings summarized in this report can be interpreted to apply to all student research participants in DOE national laboratories. Clearly defined assignments, a close mentor-student association, good communication, and an opportunity to interact with other participants and staff are those characteristics that enhance any educational program and have positive impacts on career development.« less

An Interactive Simulation Program for Exploring Computational Models of Auto-Associative Memory.

PubMed

Fink, Christian G

2017-01-01

While neuroscience students typically learn about activity-dependent plasticity early in their education, they often struggle to conceptually connect modification at the synaptic scale with network-level neuronal dynamics, not to mention with their own everyday experience of recalling a memory. We have developed an interactive simulation program (based on the Hopfield model of auto-associative memory) that enables the user to visualize the connections generated by any pattern of neural activity, as well as to simulate the network dynamics resulting from such connectivity. An accompanying set of student exercises introduces the concepts of pattern completion, pattern separation, and sparse versus distributed neural representations. Results from a conceptual assessment administered before and after students worked through these exercises indicate that the simulation program is a useful pedagogical tool for illustrating fundamental concepts of computational models of memory.

Students’ psychological distress in an English program embedded in a medical school in a non-English speaking country

PubMed Central

Loureiro, Elizabete; Klugar, Miloslav; Tancred, Adam; Ivanova, Katerina; Oborna, Ivana

2013-01-01

Objectives To clarify if medical students in an English program in a non-English speaking country are exposed to a higher risk of psychological distress compared to comparable local medical students. Methods An online survey was conducted for all medical students both in the English program exclusively for international students (n=235) and in the local program (n=1043) at the Palacky University in the Czech Republic. The Medical Student Well-Being Index (MSWBI) was used to define the student’s psychological distress. Logistic regressions were conducted to find an effect of the study program on the students’ psychological distress, adjusted by age, study year, marital status, residential status, and frequency of contact with significant others, stratified by gender. Results 44% (n=68) of the respondents in the English program screened positive for psychological distress, and 53% (n=221) in the local program. There was an interaction between gender and program in the association with psychological distress. The higher prevalence of psychological distress in the local program was likely attributed to female students who had frequent contacts with their significant others. Conclusions Psychological distress was highly prevalent in a Czech medical school, but there was no overall difference between the international students in the English program and the comparable local medical students.

Basic elements of light water reactor fuel rod design. [FUELROD code

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

Weisman, J.; Eckart, R.

1981-06-01

Basic design techniques and equations are presented to allow students to understand and perform preliminary fuel design for normal reactor conditions. Each of the important design considerations is presented and discussed in detail. These include the interaction between fuel pellets and cladding and the changes in fuel and cladding that occur during the operating lifetime of the fuel. A simple, student-oriented, fuel rod design computer program, called FUELROD, is described. The FUELROD program models the in-pile pellet cladding interaction and allows a realistic exploration of the effect of various design parameters. By use of FUELROD, the student can gain anmore » appreciation of the fuel rod design process. 34 refs.« less

Education: Mutualistic Interactions between Scientists and Children.

ERIC Educational Resources Information Center

Condon, Marty

1991-01-01

A project that introduced scientists to students and engaged students in creative scientific activities is described. Students were asked to help scientists identify patterns on the wing of a species of fruit fly. A combined research/education program is recommended. (KR)

Interactive Video-Cassette Feasibility Study. Formative Evaluation Report on 'Signals.' I.E.T. Paper on Broadcasting No. 226.

ERIC Educational Resources Information Center

Laurillard, D. M.

This study of the feasibility of using existing videocassettes for interactive video included field tests with Open University summer school students. The aims of the study were to discover whether video material originally made for broadcast could be used in an interactive program which involves breaking up the intended flow of the program;…

The University of Oklahoma College of Medicine summer medical program for high school students.

PubMed

Larson, Jerome; Atkins, R Matthew; Tucker, Phebe; Monson, Angela; Corpening, Brian; Baker, Sherri

2011-06-01

To enhance diversity of applicants to University of Oklahoma College of Medicine, a Summer Medical Program for High School Students was started in 2009. This comprehensive pipeline program included sessions on applying to medical school, interaction with a panel of minority physicians and health care professionals role models, clinically oriented didactics taught by physician faculty, shadowing experiences in clinics and hospitals, and presentation of student research reports. Students' assessments in 2009 showed increased understanding of the medical school application process, the medical curriculum and the medical field, and an increase in students'likeliness to choose a medical career. Importance of long-term mentoring and follow-up with students to sustain their medical interests is discussed.

Physiotherapy Student Clinical Examinations: The Influence of Subjective Judgments on Observational Assessment.

ERIC Educational Resources Information Center

Alexander, Helen A.

1996-01-01

A study investigated the role of subjective assessment in the evaluation of physiotherapy students in clinical programs. Clinical teachers, visiting lecturers, and students recorded perceptions of daily events and interactions in journals. Analysis suggests that assessors make subjective judgments about students that influence grades, and…

Related Service Personnel's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

The guide provides an information resource for related and supportive services personnel (e.g., school nurse, physical therapist, speech language pathologist) in their interactions with emotionally handicapped (EH) students. Following a definition of EH students, the first of six brief chapters discusses student characteristics, presents three…

A Reverse Science Fair That Connects High School Students with University Researchers

ERIC Educational Resources Information Center

Mernoff, Brian; Aldous, Amanda R.; Wasio, Natalie A.; Kritzer, Joshua A.; Sykes, E. Charles H.; O'Hagan, Karen

2017-01-01

Many university science outreach programs involve presentations of research projects to high school students. These presentations often focus more on exciting scientific content and less on fostering direct relationships between high school students and scientists. Such interactions are important for sustaining student interest in science…

A Case Study of the Impact of PBIS at Smith Elementary

ERIC Educational Resources Information Center

Halliburton, Amber

2015-01-01

This dissertation was designed to examine and assess the impact of a Positive Behavior Intervention and Supports (PBIS) program on student behaviors, academic environment, and the total school environment. The study examined and assessed the impact of PBIS on student suspensions, student attendance, and student interactions. Additionally, this…

Explore engineering with solar energy

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

Davidson, J.H.

1995-11-01

An outreach program was initiated at the University of Minnesota by faculty and student members of the Society of Women Engineers in the spring of 1994 to interest students in 3rd through 9th grade, particularly girls, in careers in engineering. Interaction with elementary and junior high students focuses on hands-on experiences with portable solar devices. This paper reports progress of the program including descriptions of the solar devices, their use in visits to local schools, day visits to the University, and week-long summer camps, and continuing education programs for elementary and secondary school teachers.

Attributional bias and reactive aggression.

PubMed

Hudley, C; Friday, J

1996-01-01

This article looks at a cognitive behavioral intervention designed to reduce minority youths' (Latino and African-American boys) levels of reactive peer-directed aggression. The BrainPower Program trains aggressive boys to recognize accidental causation in ambiguous interactions with peers. The objective of this research is to evaluate the effectiveness of this attribution retraining program in reducing levels of reactive, peer-directed aggression. This research hypothesizes that aggressive young boys' tendency to attribute hostile intentions to others in ambiguous social interactions causes display of inappropriate, peer-directed aggression. A reduction in attributional bias should produce a decrease in reactive physical and verbal aggression directed toward peers. A 12-session, attributional intervention has been designed to reduce aggressive students' tendency to infer hostile intentions in peers following ambiguous peer provocations. The program trains boys to (1) accurately perceive and categorize the available social cues in interactions with peers, (2) attribute negative outcomes of ambiguous causality to accidental or uncontrollable causes, and (3) generate behaviors appropriate to these retrained attributions. African-American and Latino male elementary-school students (N = 384), in grades four-six, served as subjects in one of three groups: experimental attribution retraining program, attention training, and no-attention control group. Three broad categories of outcome data were collected: teacher and administrator reports of behavior, independent observations of behavior, and self-reports from participating students. Process measures to assess implementation fidelity include videotaped training sessions, observations of intervention sessions, student attendance records, and weekly team meetings. The baseline data indicated that students who were evenly distributed across the four sites were not significantly different on the baseline indicators: student cognitions, teacher perceptions of behavior, and student suspension rates. Substantial evidence has shown that aggressive boys tend to attribute hostile intentions to peers, often resulting in inappropriate retaliatory aggression. The BrainPower Program was designed to determine whether psychoeducational strategies in a school context are effective in reducing attributional bias and whether such reductions significantly reduce aggressive behavior.

Mining Interactions in Immersive Learning Environments for Real-Time Student Feedback

ERIC Educational Resources Information Center

Kennedy, Gregor; Ioannou, Ioanna; Zhou, Yun; Bailey, James; O'Leary, Stephen

2013-01-01

The analysis and use of data generated by students' interactions with learning systems or programs--learning analytics--has recently gained widespread attention in the educational technology community. Part of the reason for this interest is based on the potential of learning analytic techniques such as data mining to find hidden patterns in…

An Examination of Instructional Interactions between Volunteer-Tutors and Students Who Show Differential Gains in Reading Comprehension

ERIC Educational Resources Information Center

Newcomer, Laurie J.

2010-01-01

It is essential to provide high quality interventions designed to improve struggling readers' reading comprehension while making use of limited resources. This study explored, through an holistic, multiple-case study design, volunteer-student interactions and activities in an after school reading program utilizing minimally-trained volunteers. The…

Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers

ERIC Educational Resources Information Center

Hughes, Carolyn; Golas, Melissa; Cosgriff, Joseph; Brigham, Nicolette; Edwards, Caitlin; Cashen, Kelly

2011-01-01

Incorporating general education peers into social skills instructional programs has been effective at increasing social interaction of high school students with intellectual disabilities and autism with their classmates. In this study, communication book use (Hughes et al., 2000), combined with providing the opportunity to interact, was associated…

Exploring the use of tablet PCs in veterinary medical education: opportunity or obstacle?

PubMed

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; van der Merwe, Deon

2014-01-01

A tablet PC is a laptop computer with a touch screen and a digital pen or stylus that can be used for handwritten notes and drawings. The use of tablet PCs has been investigated in many disciplines such as engineering, mathematics, science, and education. The purpose of this article is to explore student and faculty attitudes toward and experiences with tablet PCs 6 years after the implementation of a tablet PC program in the College of Veterinary Medicine (CVM) at Kansas State University (K-State). This study reports that the use of tablet PCs has enhanced students' learning experiences through learner-interface interaction, learner-content interaction, learner-instructor interaction, and learner-learner interaction. This study also identifies digital distraction as the major negative experience with tablet PCs during class time. The tablet PC program provides CVM faculty the potential to pursue technology integration strategies that support expected learning outcomes and provides students the potential to develop self-monitoring and self-discipline skills that support learning with digital technologies.

Measuring quality of delivery in a substance use prevention program.

PubMed

Giles, Steven; Jackson-Newsom, Julia; Pankratz, Melinda M; Hansen, William B; Ringwalt, Christopher L; Dusenbury, Linda

2008-11-01

The purpose of this study was to develop and validate an observation measure designed to capture teachers' use of interactive teaching skills within the delivery of the All Stars substance use prevention program. Coders counted the number of times teachers praised and encouraged students, accepted and used students' ideas, asked questions, self-disclosed personal anecdotes, and corrected student misbehavior. These teacher behaviors loaded on three factors: classroom management, acknowledgment, and student-centered methods. Classroom management was negatively related to student engagement. Acknowledgment was negatively related to students' normative beliefs. Student-centered methods were positively related to student idealism and normative beliefs, and marginally predicted decreases in student marijuana use. Editors' Strategic Implications: The authors provide a promising approach to studying pedagogical prevention approaches, and they also link teaching processes to student outcomes. This study of program delivery should be of general interest (i.e., not limited to substance use prevention) to practitioners and researchers.

Increasing Interactive Activity: Using Technology to Enhance Interaction between Teachers, Students and Learning Material.

ERIC Educational Resources Information Center

Bucknall, Ruary

1996-01-01

Overview of the interactive technologies used by the Northern Territory Secondary Correspondence School in Australia: print media utilizing desktop publishing and electronic transfer; telephone or H-F radio; interactive television; and interactive computing. More fully describes its interactive CD-ROM courses. Emphasizes that the programs are…

Development and utilization of a web-based application as a robust radiology teaching tool (radstax) for medical student anatomy teaching.

PubMed

Colucci, Philip G; Kostandy, Petro; Shrauner, William R; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2015-02-01

Rationale and Objectives: The primary role of radiology in the preclinical setting is the use of imaging to improve students' understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students.Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets.Materials and Methods: RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience.Results: RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program.Conclusions: RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists.This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student.

Retaining minorities in engineering: Assessment of a program prototype

NASA Astrophysics Data System (ADS)

Good, Jennifer Marie (Phillips)

Program assessment is an essential part of healthy program development. Assessment should include multiple considerations, dimensions, and outcomes that match the program's objectives. As a newly formed retention program, the Auburn University Minority Engineering Program, designed to help pre-engineering minority students make the transition into their freshman year of university studies, incorporated evaluation and assessment into all three components of the program (the interactive learning laboratory, critical-thinking workshops, and Sunday-evening tutorials) from the program's inception. If students successfully adapted to the university environment and the demands of the pre-engineering course of study, then retention of minority students in the College of Engineering should improve. Data were gathered on the students involved in the various program components. Students who entered the Minority Engineering Program were pre- and posttested on three standardized subtests (critical thinking, mathematics, and science reasoning) of the Collegiate Assessment of Academic Proficiency. The first-quarter grade-point averages of the students were also gathered to compare their grades to freshman students in previous quarters within the College of Engineering. Qualitative data were also gathered on this same group of students. An analysis of the data revealed that student achievement is affected by involvement in the Minority Engineering Program. Specifically, the first quarter grade point averages of students involved in the program exceeded those of their peers in earlier years of study prior to the program's existence. In addition, mathematics and science reasoning scores on standardized tests increased pre- to postintervention. Comments collected in journals and files also demonstrated use of critical-thinking and problem-solving skills employed by the students. Recommendations for alterations of the program were made based on the outcome of the program evaluation. Further suggestions for research in minority engineering program development and evaluation were also discussed.

Engaging the Public Through an Interactive Astronomy Outreach Program

NASA Astrophysics Data System (ADS)

Thompson, Kristen

2018-01-01

The growing technology sector of the U.S. economy in an increasingly complex world has made it more important than ever for students to gather information, think critically, and solve problems. These skills are often acquired through the study of STEM disciplines. In an effort to inspire students and the public in the Charlotte, NC area to take an interest in STEM related fields, the Physics Department at Davidson College has recently developed an interactive astronomy community engagement program. This program is comprised of off-campus events that bring STEM programming to K-12 children, on-campus public star parties, and a day-long astronomy fair called Davidson Space Day. This presentation will illustrate the implementation of each of these components of our outreach program, present an evaluation of their success, and describe future goals and lessons learned thus far. This outreach program was made possible through funding from the NC Space Grant Consortium.

Effects of Peer Networks on the Social Interactions of High School Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Gardner, Karen F.; Carter, Erik W.; Gustafson, Jenny R.; Hochman, Julia M.; Harvey, Michelle N.; Mullins, Teagan S.; Fan, Hannah

2014-01-01

Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer…

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…

Interdisciplinary Research Education in Communication and Social Interaction Among Healthy Older Adults

ERIC Educational Resources Information Center

Scialfa, Charles T.; Pichora-Fuller, Kathleen; Spadafora, Pat

2004-01-01

An innovative gerontology education program was developed to advance research on aging that is interdisciplinary and promotes the translation of knowledge from lab to life. The program focuses on communication and social interaction in healthy aging. It brings together faculty mentors, graduate students, and post-doctoral fellows from six…

Interdisciplinary Research Education in Communication and Social Interaction among Healthy Older Adults

ERIC Educational Resources Information Center

Scialfa, Charles; Pichora-Fuller, Kathleen; Spadafora, Pat

2004-01-01

An innovative gerontology education program was developed to advance research on aging that is interdisciplinary and promotes the translation of knowledge from lab to life. The program focuses on communication and social interaction in healthy aging. It brings together faculty mentors, graduate students, and post-doctoral fellows from six…

Integrated teaching program using case-based learning

PubMed Central

Bhardwaj, Pankaj; Bhardwaj, Nikha; Mahdi, Farzana; Srivastava, J P; Gupta, Uma

2015-01-01

Background: At present, in a medical school, students are taught in different departments, subject-wise, without integration to interrelate or unify subjects and these results in compartmentalization of medical education, with no stress on case-based learning. Therefore, an effort was made to develop and adopt integrated teaching in order to have a better contextual knowledge among students. Methodology and Implementation: After the faculty orientation training, four “topic committees” with faculty members from different departments were constituted which decided and agreed on the content material to be taught, different methodologies to be used, along with the logical sequencing of the same for the purpose of implementation. Different teaching methodologies used, during the program, were didactic lectures, case stimulated sessions, clinical visits, laboratory work, and small group student's seminar. Results: After the implementation of program, the comparison between two batches as well as between topics taught with integrated learning program versus traditional method showed that students performed better in the topics, taught with integrated approach. Students rated “clinical visits” as very good methodology, followed by “case stimulated interactive sessions.” Students believed that they felt more actively involved, and their queries are better addressed with such interactive sessions. Conclusion: There is a very good perception of students toward integrated teaching. Students performed better if they are taught using this technique. Although majority of faculty found integrated teaching, as useful method of teaching, nevertheless extra work burden and interdepartmental coordination remained a challenging task. PMID:26380204

Student Planetary Investigators: A Program to Engage Students in Authentic Research Using NASA Mission Data

NASA Astrophysics Data System (ADS)

Hallau, K.; Turney, D.; Beisser, K.; Edmonds, J.; Grigsby, B.

2015-12-01

The Student Planetary Investigator (PI) Program engages students in authentic scientific research using NASA mission data. This student-focused STEM (Science, Technology, Engineering and Math) program combines problem-based learning modules, Next Generation Science Standards (NGSS) aligned curriculum, and live interactive webinars with mission scientists to create authentic research opportunities and career-ready experiences that prepare and inspire students to pursue STEM occupations. Primarily for high school students, the program employs distance-learning technologies to stream live presentations from mission scientists, archive those presentations to accommodate varied schedules, and collaborate with other student teams and scientists. Like its predecessor, the Mars Exploration Student Data Team (MESDT) program, the Student PI is free and open to teams across the country. To date, students have drafted research-based reports using data from the Lunar Reconnaissance Orbiter Mini-RF instrument and the MESSENGER Mercury orbiter, with plans to offer similar programs aligned with additional NASA missions in the future pending available funding. Overall, the program has reached about 600 students and their educators. Assessments based on qualitative and quantitative data gathered for each Student PI program have shown that students gain new understanding about the scientific process used by real-world scientists as well as gaining enthusiasm for STEM. Additionally, it is highly adaptable to other disciplines and fields. The Student PI program was created by the Johns Hopkins University Applied Physics Laboratory (APL) Space Department Education and Public Outreach office with support from NASA mission and instrument science and engineering teams.

An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers.

PubMed

Goldsmith, Carroll-Ann; Tran, Thao T; Tran, Linh

2014-11-15

To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Students' responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants' understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions.

Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?

ERIC Educational Resources Information Center

Lichtinger, Einat; Leichtentritt, Judith

2016-01-01

This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…

Communication, and Team-Working Skills in Second-Year Undergraduate Chemistry Students

ERIC Educational Resources Information Center

Mc Goldrick, Niamh B.; Marzec, Bartosz; Scully, P. Noelle; Draper, Sylvia M.

2013-01-01

Since 2002, a multidisciplinary program has been used to encourage science students to build on their chemical knowledge and to appreciate how it applies to the world around them. The program is interactive and instills a new set of core learning skills that are often underrepresented in undergraduate curricula, namely, cooperative learning,…

Gaming Worlds: Secondary Students Creating An Interactive Video Game

ERIC Educational Resources Information Center

Alexander, Amanda; Ho, Tuan

2015-01-01

Since the summer of 2006, the University of Texas at Arlington (UTA), in the Dallas/Ft. Worth metroplex, has invited secondary students to participate in their summer SEED program on campus. The program was developed by the Dean of the School of Architecture and the Chair of the Art + Art History Department. SEED (Strategies, Events, Episodes +…

The Cafeteria as Contact Zone: Developing a Multicultural Perspective through Multilingual and Multimodal Literacies

ERIC Educational Resources Information Center

Kelly, Courtney

2013-01-01

This article describes the inaugural year of a cross-cultural after-school program that used a problem-solving, project-based pedagogy to promote meaningful interactions between immigrant middle school students and their urban, low-income peers. The program relied on the students' local knowledge as they worked together to create social maps of…

The Effectiveness of Two Types of Rape Prevention Programs in Changing the Rape-Supportive Attitudes of College Students.

ERIC Educational Resources Information Center

Anderson, Linda A.; Stoelb, Matthew P.; Duggan, Peter; Hieger, Brad; Kling, Kathleen H.; Payne, June P.

1998-01-01

The effectiveness of two rape-prevention programs in changing college students' rape-supportive attitudes was investigated. (N=215) Conditions included an interactive mock talk show and a structured video intervention. Both interventions were effective, but attitudes were found to rebound over time. Implications for future rape-prevention…

Analyzing the Quality of Students Interaction in a Distance Learning Object-Oriented Programming Discipline

ERIC Educational Resources Information Center

Carvalho, Elizabeth Simão

2015-01-01

Teaching object-oriented programming to students in an in-classroom environment demands well-thought didactic and pedagogical strategies in order to guarantee a good level of apprenticeship. To teach it on a completely distance learning environment (e-learning) imposes possibly other strategies, besides those that the e-learning model of Open…

Robotic Mission to Mars: Hands-on, minds-on, web-based learning

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

2012-11-01

Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages students to work scientifically and explores the interaction between scientists and engineers. This paper presents the development of the program, including the involvement of university students in the development of the rover, the software, and the collation of the scientific data. It also presents the results of the trial phase of this program including the impact on student engagement and learning outcomes.

A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB) on student learning.

PubMed

Bogossian, Fiona E; Cooper, Simon J; Cant, Robyn; Porter, Joanne; Forbes, Helen

2015-10-01

High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. A population of 489 final-year nursing students in programs of study leading to license to practice. Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation. Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation. Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R(2)=0.090, F(7, 352)=4.962, p<0.001. The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

The role of social networking web sites in influencing residency decisions.

PubMed

Schweitzer, Justin; Hannan, Alexander; Coren, Joshua

2012-10-01

Social networking Web sites such as Facebook have grown rapidly in popularity. It is unknown how such sites affect the ways in which medical trainees investigate and interact with graduate medical education (GME) programs. To evaluate the use of social networking Web sites as a means for osteopathic medical students, interns, residents, and fellows to interact with GME programs and report the degree to which that interaction impacts a medical trainee's choice of GME program. An anonymous, 10-item electronic survey on social networking Web sites was e-mailed to osteopathic medical student, intern, resident, and fellow members of the American College of Osteopathic Family Physicians. The weighted least squares test and the Fisher exact test were used for data analysis. A total of 9606 surveys were distributed, and 992 (10%) were completed. Nine hundred twenty-eight (93%) of the respondents used social networking Web sites, with the most popular services being Facebook (891 [90%]; P=.03), the Student Doctor Network (278 [28%]), and LinkedIn (89 [9%]; P=.03). Three hundred fifty-three respondents (36%; P=.52) were connected with a professional organization and 673 (68%; P=.73) used social networking Web sites for job searching related to GME programs or postresidency employment. Within the population of 497 third-, fourth-, and fifth-year osteopathic medical students, 136 (27%) reported gleaning information about programs through social networking Web sites (P=.01). Within the total population, 100 of 992 (10%) reported that this information influenced their decisions (P=.07). Of note, 144 (14%) of the total 992 respondents reported that the programs they applied to did not have any presence on social networking Web sites (P=.05). Our results indicate that social networking Web sites have a present and growing influence on how osteopathic medical students, interns, residents, and fellows learn about and select a GME program.

Telegenetics: application of a tele-education program in genetic syndromes for Brazilian students

PubMed Central

MAXIMINO, Luciana Paula; PICOLINI-PEREIRA, Mirela Machado; CARVALHO, José Luiz Brito

2014-01-01

With the high occurrence of genetic anomalies in Brazil and the manifestations of communication disorders associated with these conditions, the development of educative actions that comprise these illnesses can bring unique benefits in the identification and appropriate treatment of these clinical pictures. Objective The aim of this study was to develop and analyze an educational program in genetic syndromes for elementary students applied in two Brazilian states, using an Interactive Tele-education model. Material and Methods The study was carried out in 4 schools: two in the state of São Paulo, Southeast Region, Brazil, and two in the state of Amazonas, North Region, Brazil. Forty-five students, both genders, aged between 13 and 14 years, of the 9th grade of the basic education of both public and private system, were divided into two groups: 21 of São Paulo Group (SPG) and 24 of Amazonas Group (AMG). The educational program lasted about 3 months and was divided into two stages including both classroom and distance activities on genetic syndromes. The classroom activity was carried out separately in each school, with expository lessons, graphs and audiovisual contents. In the activity at a distance the educational content was presented to students by means of the Interactive Tele-education model. In this stage, the students had access a Cybertutor, using the Young Doctor Project methodology. In order to measure the effectiveness of the educational program, the Problem Situation Questionnaire (PSQ) and the Web Site Motivational Analysis Checklist adapted (FPM) were used. Results The program developed was effective for knowledge acquisition in 80% of the groups. FPM showed a high satisfaction index from the participants in relation to the Interactive Tele-education, evaluating the program as "awesome course". No statistically significant differences between the groups regarding type of school or state were observed. Conclusion Thus, the Tele-Education Program can be used as a tool for educational purposes in genetic syndromes of other populations, in several regions of Brazil. PMID:25591016

Development of students' conceptual thinking by means of video analysis and interactive simulations at technical universities

NASA Astrophysics Data System (ADS)

Hockicko, Peter; Krišt‧ák, L.‧uboš; Němec, Miroslav

2015-03-01

Video analysis, using the program Tracker (Open Source Physics), in the educational process introduces a new creative method of teaching physics and makes natural sciences more interesting for students. This way of exploring the laws of nature can amaze students because this illustrative and interactive educational software inspires them to think creatively, improves their performance and helps them in studying physics. This paper deals with increasing the key competencies in engineering by analysing real-life situation videos - physical problems - by means of video analysis and the modelling tools using the program Tracker and simulations of physical phenomena from The Physics Education Technology (PhET™) Project (VAS method of problem tasks). The statistical testing using the t-test confirmed the significance of the differences in the knowledge of the experimental and control groups, which were the result of interactive method application.

Senior physiotherapy students as standardised patients for junior students enhances self-efficacy and satisfaction in both junior and senior students.

PubMed

Mandrusiak, Allison M; Isles, Rosemary; Chang, Angela T; Choy, Nancy L Low; Toppenberg, Rowena; McCook, Donna; Smith, Michelle D; O'Leary, Karina; Brauer, Sandra G

2014-05-23

Standardised patients are used in medical education to expose students to clinical contexts and facilitate transition to clinical practice, and this approach is gaining momentum in physiotherapy programs. Expense and availability of trained standardised patients are factors limiting widespread adoption, and accessing clinical visits with real patients can be challenging. This study addressed these issues by engaging senior students as standardised patients for junior students. It evaluated how this approach impacted self-reported constructs of both the junior and senior students. Learning activities for undergraduate physiotherapy students were developed in five courses (Neurology, Cardiorespiratory and three Musculoskeletal courses) so that junior students (Year 2 and 3) could develop skills and confidence in patient interview, physical examination and patient management through their interaction with standardised patients played by senior students (Year 4). Surveys were administered before and after the interactions to record junior students' self-reported confidence, communication, preparedness for clinic, and insight into their abilities; and senior students' confidence and insight into what it is like to be a patient. Satisfaction regarding this learning approach was surveyed in both the junior and senior students. A total of 253 students completed the surveys (mean 92.5% response rate). Across all courses, junior students reported a significant (all P < 0.037) improvement following the standardised patient interaction in their: preparedness for clinic, communication with clients, confidence with practical skills, and understanding of their strengths and weaknesses in relation to the learning activities. Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P < 0.001). All students reported high satisfaction with this learning experience (mean score 8.5/10). This new approach to peer-assisted learning using senior students as standardised patients resulted in positive experiences for both junior and senior students across a variety of physiotherapy areas, activities, and stages within a physiotherapy program. These findings support the engagement of senior students as standardised patients to enhance learning within physiotherapy programs, and may have application across other disciplines to address challenges associated with accessing real patients via clinical visits or utilising actors as standardised patients.

COR V2: teaching observational research with multimedia courseware.

PubMed

Blasko, Dawn G; Kazmerski, Victoria A; Torgerson, Carla N

2004-05-01

Courseware for Observational Research (COR Version 2) is an interactive multimedia program designed to teach the foundation of the scientific method: systematic observation. COR uses digital video with interactive coding to teach basic concepts, such as creating precise operational definitions; using frequency, interval, and duration coding; developing sampling strategies; and analyzing and interpreting data. Through lessons, a case study, and laboratory exercises, it gradually scaffolds students from teacher-directed learning into self-directed learning. The newest addition to COR is a case study in which students work collaboratively, using their own observations to make recommendations about a child's disruptive behavior in an after-school program. Evaluations of the lessons showed that classes using COR received better grades on their field observations than did those using methods that are more traditional. Students' confidence and knowledge increased as they moved through each section of the program.

Assessing Caring in Young Adolescent Students Participating in Service Learning.

ERIC Educational Resources Information Center

Hecht, Deborah; Fusco, Dana; Schine, Joan; Berkson, Nancy

Using as prompts scenarios of interaction at a preschool and senior center, this study examined student responses concerning the degree of caring exhibited. Data were collected from middle school students before and after participating in a service learning program involving service in a preschool, and from nonservice students. The service…

Counselor's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

The guide is intended as an information resource for school counselors in their interactions with emotionally handicapped (EH) students and their teachers. Following a definition of EH students, the first of seven brief chapters uses a question-and-answer format to discuss the counselor's role in student assessment and the individualized education…

Introduction to the Atari Computer. A Program Written in the Pilot Programming Language.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Designed to be an introduction to the Atari microcomputers for beginners, the interactive computer program listed in this document is written in the Pilot programing language. Instructions are given for entering and storing the program in the computer memory for use by students. (MES)

The Vocational Training FacilityAn Interactive Learning Program to Return Persons With Physical Disabilities to Employment.

PubMed

Hammel, J M; Van Der Loos, H F; Lepage, P; Burgar, C; Perkash, I; Shafer, D; Topp, E; Lees, D

1994-01-01

This paper describes the results of the program-development phase of the Vocational Training Facility (VTF) taking place at the Palo Alto Veterans Affairs Medical Center Rehabilitation Research and Development Center. The VTF staff has developed a self-paced, multimedia curriculum comprised of adapted training packages, interactive videos, and additional training and testing materials designed to teach entry-level desktop publishing and reasonable accommodation skills to individuals with spinal cord injuries. The curriculum is taught via the Macintosh™ computer to allow independent, "hands-off" access to training materials. Each student is given an integrated workstation that is equipped with the Desktop Vocational Assistant Robot (De VAR); a set of low-and high-technology assistive hardware, software, and devices; and ergonomic furniture and adaptations customized to fit individual learning and access needs. Each student completes a 12-week, full-time training program followed by a 3-month internship with a local corporate sponsor. This paper summarizes the evaluation results of the VTF program by the first nine students, with spinal cord injuries ranging paraplegia to high-level quadriplegia, who have completed the program.

Improved Organizational Outcomes Associated With Incorporation of Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center.

PubMed

Pinelli, Nicole R; McLaughlin, Jacqueline E; Chen, Sheh-Li; Luter, David N; Arnall, Justin; Smith, Shayna; Roth, Mary T; Rodgers, Philip T; Williams, Dennis M; Amerine, Lindsey B

2017-02-01

To assess the feasibility of engaging second professional year student pharmacists in the medication reconciliation process on hospital and health system pharmacy practice outcomes. Student pharmacists in their second professional year in the Doctor of Pharmacy degree program at our institution were randomly selected from volunteers to participate. Each participant completed training prior to completing three 5-hour evening shifts. Organizational metrics, student pharmacist perception regarding quality of interactions with health care professionals, and pharmacist perceptions were collected. A total of 83 medication histories were performed on complex medical patients (57.0 ± 19.2 years, 51% female, 65% Caucasian, 12 ± 6 medications); of those, 93% were completed within 24 hours of hospital admission. Second professional student pharmacists completed on average 1.9 ± 0.6 medication histories per shift (range 1-3). Student pharmacists identified 0.9 medication-related problems per patient in collaboration with a pharmacist preceptor. Student pharmacists believed the quality of their interactions with health care professionals in the Student Medication and Reconciliation Team (SMART) program was good or excellent. The program has been well received by clinical pharmacists involved in its design and implementation. This study provides evidence that second professional year student pharmacists can assist pharmacy departments in the care of medically complex patients upon hospital admission.

Symposia in undergraduate medical education: tailoring training in competencies to students' needs.

PubMed

Reefman, Karin; Daelmans, Hester E M; Klumpers, Ursula M H; Croiset, Gerda

2017-12-01

In mastering competencies, it is a challenge to create training sessions which acknowledge individual students' needs and are logistically feasible in the medical master's program. Symposia were implemented in the medical master's program to provide knowledge and training of skills in a number of topics, providing a positive contribution to students' competencies and personal development. Each symposium contained a morning and afternoon program, structured around medical and societal themes addressing various competencies and covering current national and international events. Alternating interactive teaching methods were used. Students were asked to rate each daypart program on a 5-point Likert scale in terms of both teaching methods and content, and to comment on the best aspects of the symposium as well as areas for improvement. Scores higher than 3.5 were interpreted as a predominantly favourable outcome. In 2016, 10 symposia were organized with an average of 108 attendees and a response rate of 63% (1,366 completed questionnaires). Mean overall scores on 'teaching methods' and 'usefulness for professional development' were 3.8 and 3.7, respectively. The overall results corresponded with a high level of student appreciation. Symposia offer a podium for training students in subject matter and competencies that is greatly appreciated. Using alternating interactive teaching methods, symposia are structured around medical and societal themes and adjusted to the latest developments and current events in healthcare. By allowing students to select the symposia they would like to participate in, a tailor-made medical master's program in competencies is created.

Increasing Interactivity in the Online Learning Environment: Using Digital Tools to Support Students in Socially Constructed Meaning-Making

ERIC Educational Resources Information Center

Moreillon, Judi

2015-01-01

As more and more library and LIS education migrates to the online environment, college and university faculty are called upon to expand their pedagogy. Interactivity has been cited as one factor in attracting and retaining students in online courses and programs. LIS educators can reach outside the online learning management system (LMS) to…

Increasing Student Interaction Online: A Review of the Literature in Teacher Education Programs

ERIC Educational Resources Information Center

Ravenna, Georgianna; Foster, Chris; Bishop, Carolyn

2012-01-01

Online education is one of the fastest growing trends in the use of technology. This study examined the role of student interaction in an online environment and implications for course development and online instruction. In a review of seminal articles in the area of pre-service teacher education courses, two research questions were addressed: (1)…

The Effectiveness of Interactive Computer Assisted Modeling in Teaching Study Strategies and Concept Mapping of College Textbook Material.

ERIC Educational Resources Information Center

Mikulecky, Larry

A study evaluated the effectiveness of a series of print materials and interactive computer-guided study programs designed to lead undergraduate students to apply basic textbook reading and concept mapping strategies to the study of science and social science textbooks. Following field testing with 25 learning skills students, 50 freshman biology…

What Students Said about Interactive Video Instruction: Results of Two Surveys Conducted by the West Suburban Post-Secondary Consortium.

ERIC Educational Resources Information Center

Lester, Marilyn A.

The West Suburban Post-Secondary Consortium (WSPSC) of Oak Brook, Illinois is a not-for-profit organization of collaborating educational institutions that offer courses, programs and degrees in the western suburbs of Chicago. Interactive video is a successful instructional delivery method in the WSPSC, according to the students who took video…

Use of Interactive Sessions and E-Learning in Teaching Anatomy to First-Year Optometry Students

ERIC Educational Resources Information Center

Choudhury, Bipasha; Gouldsborough, Ingrid; Gabriel, Stefan

2010-01-01

Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were…

Impact of A Smoking Prevention Interactive Experience (ASPIRE), an interactive, multimedia smoking prevention and cessation curriculum for culturally diverse high-school students.

PubMed

Prokhorov, Alexander V; Kelder, Steven H; Shegog, Ross; Murray, Nancy; Peters, Ronald; Agurcia-Parker, Carolyn; Cinciripini, Paul M; de Moor, Carl; Conroy, Jennifer L; Hudmon, Karen Suchanek; Ford, Kentya H; Marani, Salma

2008-09-01

Few studies have examined the long-term efficacy of computer-based smoking prevention and cessation programs. We analyzed the long-term impact of A Smoking Prevention Interactive Experience (ASPIRE), a theoretically sound computer-based smoking prevention and cessation curriculum for high school students. Sixteen predominantly minority, inner-city high schools were randomly assigned to receive the ASPIRE curriculum or standard care (receipt of the National Cancer Institute's Clearing the Air self-help booklet). A total of 1160 students, 1098 of whom were nonsmokers and 62 smokers at baseline, were included. At 18-month follow-up, among baseline nonsmokers, smoking initiation rates were significantly lower in the ASPIRE condition (1.9% vs. 5.8%, p < .05). Students receiving ASPIRE also demonstrated significantly higher decisional balance against smoking and decreased temptations to smoke. Differences between groups in self-efficacy and resistance skills were not significant. There was a nonsignificant trend toward improved smoking cessation with ASPIRE, but low recruitment of smokers precluded conclusions with respect to cessation. ASPIRE demonstrated the potential for an interactive multimedia program to promote smoking prevention. Further studies are required to determine ASPIRE's effects on cessation.

Teaching marine science to the next generation: Innovative programs for 6th”8th Graders gain momentum

NASA Astrophysics Data System (ADS)

Tebbens, S. F.; Coble, P. G.; Greely, T.

Three educational outreach programs designed for middle school students (grades 6, 7, and 8) by faculty at the University of South Florida (USF) Department of Marine Science are turning kids onto science. The programs are bringing marine science research and its various technologies into the classroom, where students follow up with hands-on activities. Project Oceanography (PO) is an interactive broadcast that exposes students to the concepts and tools of current marine science research. The Oceanography Camp for Girls (OCG) boosts girls' curiosity and interest in science and nature. And teachers become better equipped to present current marine science topics and technology to their students at the Teachers Oceanography Workshop (TOW). All of the programs created by USF are provided at no cost to students or their institutions.

Improving student retention in computer engineering technology

NASA Astrophysics Data System (ADS)

Pierozinski, Russell Ivan

The purpose of this research project was to improve student retention in the Computer Engineering Technology program at the Northern Alberta Institute of Technology by reducing the number of dropouts and increasing the graduation rate. This action research project utilized a mixed methods approach of a survey and face-to-face interviews. The participants were male and female, with a large majority ranging from 18 to 21 years of age. The research found that participants recognized their skills and capability, but their capacity to remain in the program was dependent on understanding and meeting the demanding pace and rigour of the program. The participants recognized that curriculum delivery along with instructor-student interaction had an impact on student retention. To be successful in the program, students required support in four domains: academic, learning management, career, and social.

Incorporating Hot Topics in Ocean Sciences to Outreach Activities in Marine and Environmental Science Education

NASA Astrophysics Data System (ADS)

Bergondo, D. L.; Mrakovcich, K. L.; Vlietstra, L.; Tebeau, P.; Verlinden, C.; Allen, L. A.; James, R.

2016-02-01

The US Coast Guard Academy, an undergraduate military Academy, in New London CT, provides STEM education programs to the local community that engage the public on hot topics in ocean sciences. Outreach efforts include classroom, lab, and field-based activities at the Academy as well as at local schools. In one course, we partner with a STEM high school collecting fish and environmental data on board a research vessel and subsequently students present the results of their project. In another course, cadets develop and present interactive demonstrations of marine science to local school groups. In addition, the Academy develops In another course, cadets develop and present interactive demonstrations of marine science to local school groups. In addition, the Academy develops and/or participates in outreach programs including Science Partnership for Innovation in Learning (SPIL), Women in Science, Physics of the Sea, and the Ocean Exploration Trust Honors Research Program. As part of the programs, instructors and cadets create interactive and collaborative activities that focus on hot topics in ocean sciences such as oil spill clean-up, ocean exploration, tsunamis, marine biodiversity, and conservation of aquatic habitats. Innovative science demonstrations such as real-time interactions with the Exploration Vessel (E/V) Nautilus, rotating tank simulations of ocean circulation, wave tank demonstrations, and determining what materials work best to contain and clean-up oil, are used to enhance ocean literacy. Children's books, posters and videos are some creative ways students summarize their understanding of ocean sciences and marine conservation. Despite time limitations of students and faculty, and challenges associated with securing funding to keep these programs sustainable, the impact of the programs is overwhelmingly positive. We have built stronger relationships with local community, enhanced ocean literacy, facilitated communication and mentorship between young students and scientists, and encouraged interest of underrepresented minorities in STEM education.

Development and Utilization of a Web-Based Application as a Robust Radiology Teaching Tool (RadStax) for Medical Student Anatomy Teaching

PubMed Central

Colucci, Philip G.; Kostandy, Petro; Shrauner, William R.; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S.; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2016-01-01

Rationale and Objectives The primary role of radiology in the preclinical setting is the use of imaging to improve students’ understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students. Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets. Materials and Methods RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience. Results RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program. Conclusions RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists. This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student. PMID:25964956

Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

PubMed

Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

2013-06-01

Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

PACES: A Model of Student Well-Being

ERIC Educational Resources Information Center

Nelson, Mark D.; Tarabochia, Dawn W.; Koltz, Rebecca L.

2015-01-01

School counselors design, deliver, and evaluate comprehensive, developmental school counseling programs that are focused on enhancing student development and success. A model of student well-being, known as PACES, is defined and described that consists of five distinct and interactive domains: physical, affective, cognitive, economic, and social.…

Emotional Engagement, Social Interactions, and the Development of an Afterschool Game Design Curriculum

ERIC Educational Resources Information Center

Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.

2016-01-01

This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual…

Evaluation of an avatar-based training program to promote suicide prevention awareness in a college setting.

PubMed

Rein, Benjamin A; McNeil, Daniel W; Hayes, Allison R; Hawkins, T Anne; Ng, H Mei; Yura, Catherine A

2018-07-01

Training programs exist that prepare college students, faculty, and staff to identify and support students potentially at risk for suicide. Kognito is an online program that trains users through simulated interactions with virtual humans. This study evaluated Kognito's effectiveness in preparing users to intervene with at-risk students. Training was completed by 2,727 university students, faculty, and staff from April, 2014 through September, 2015. Voluntary and mandatory participants at a land-grant university completed Kognito modules designed for higher education, along with pre- and post-assessments. All modules produced significant gains in reported Preparedness, Likelihood, and Self-Efficacy in intervening with troubled students. Despite initial disparities in reported abilities, after training participants reported being similarly capable of assisting at-risk students, including LGBTQ and veteran students. Kognito training appears to be effective, on a large scale, in educating users to act in a facilitative role for at-risk college students.

[Perception of students of a public university on the Education Program for Work in Health].

PubMed

Pinto, Anna Carolina Martins; Oliveira, Isabela Viana; dos Santos, Ana Luiza Soares; da Silva, Luiza Eunice Sá; Izidoro, Gabriela da Silva Lourelli; Mendonça, Raquel de Deus; Lopes, Aline Cristine Souza

2013-08-01

This study sought to analyze the Education Program for Work in Health from the perspective of students at a public university in Belo Horizonte, State of Minas Gerais, in their first year and its impact on the students' qualification. It is a prospective cohort study with students who participated on this program, and the data was collected by a structured and self-applied questionnaire, during the sixth and tenth months of the program, with sociodemographic questions, methodology, aims and impact of the program. The majority reported that the program's proposed aims were attained, especially interdisciplinary work and academic research focused on the Unified Health System's needs. The program also contributed to training in research, teaching and extension work, and in the second evaluation, the students reported greater interaction with social equipment. It is considered that the program is an important strategy for human resources training in accordance with the Unified Health System's needs, by enabling the exercise of teamwork, communication, agility and creativity to deal with adverse situations, as well as the practice of the primary health care principles integrated in the community.

Helping students make meaning of authentic investigations: findings from a student–teacher–scientist partnership

PubMed Central

Dolan, Erin

2013-01-01

As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs. PMID:23828722

Learning Behaviors and Interaction Patterns among Students in Virtual Learning Worlds

ERIC Educational Resources Information Center

Lin, Chi-Syan; Ma, Jung Tsan; Chen, Yi-Lung; Kuo, Ming-Shiou

2010-01-01

The goal of this study is to investigate how students behave themselves in the virtual learning worlds. The study creates a 3D virtual learning world, entitled the Best Digital Village, and implements a learning program on it. The learning program, the Expo, takes place at the Exhibition Center in the Best Digital Village. The space in the Expo is…

The Impact of Partner Training on the Communicative Involvement of Students with Multiple and Severe Disability in Special Schools

ERIC Educational Resources Information Center

Foreman, Phil; Arthur-Kelly, Michael; Pascoe, Sue

2007-01-01

Background: The outcomes of a pilot program of staff development in communication support in the context of observed changes in student behaviour states and interactive abilities are reported. Participant reports about the impact of the program on their professional practices are included. Method: Six teachers and six teacher aides in special…

Teaching Programming by Emphasizing Self-Direction: How Did Students React to the Active Role Required of Them?

ERIC Educational Resources Information Center

Isomottonen, Ville; Tirronen, Ville

2013-01-01

Lecturing is known to be a controversial form of teaching. With massed classrooms, in particular, it tends to constrain the active participation of students. One of the remedies applied to programming education is to use technology that can vitalize interaction in the classroom, while another is to base teaching increasingly on programming…

2010 NRL Review: Power, Energy, Synergy

DTIC Science & Technology

2010-01-01

scientific, technical, engineering, and mathematics (STEM) fields. To this end, NRL has brought 399 students on board as employees, tutored another...Employees — Recent Ph.D., Faculty Member, and College Graduate Programs, Professional Appointments, and College and High School Student Programs 278...information with higher-level cognitive reasoning; gesture recognition for shoulder-to- shoulder human-robot interaction; and anticipation and learning on a

The Use and Benefits of Computer Aided Learning in the Assessment of the Laboratory Exercise "Enzyme Induction in Escherichia coli".

ERIC Educational Resources Information Center

Pamula, F.; And Others

1995-01-01

Describes an interactive computer program written to provide accurate and immediate feedback to students while they are processing experimental data. Discusses the problems inherent in laboratory courses that led to the development of this program. Advantages of the software include allowing students to work at their own pace in a nonthreatening…

Interact. A Plan for Participation in Home & Family Life Programs. Revised. H.E. Bulletin No. 44.

ERIC Educational Resources Information Center

Washington Office of the State Superintendent of Public Instruction, Olympia.

This guide is intended to assist teachers and vocational administrators in getting parents, students, and members of the community at large to participate in the process of planning and developing a high-quality home and family life education program. The first section discusses the importance of teamwork among parents, students, school, and…

Integrating the Earth, Atmospheric, and Ocean Sciences at Millersville University

NASA Astrophysics Data System (ADS)

Clark, R. D.

2005-12-01

For nearly 40 years, the Department of Earth Sciences at Millersville University (MU-DES) of Pennsylvania has been preparing students for careers in the earth, atmospheric, and ocean sciences by providing a rigorous and comprehensive curricula leading to B.S. degrees in geology, meteorology, and oceanography. Undergraduate research is a hallmark of these earth sciences programs with over 30 students participating in some form of meritorious research each year. These programs are rich in applied physics, couched in mathematics, and steeped in technical computing and computer languages. Our success is measured by the number of students that find meaningful careers or go on to earn graduate degrees in their respective fields, as well as the high quality of faculty that the department has retained over the years. Student retention rates in the major have steadily increased with the introduction of a formal learning community and peer mentoring initiatives, and the number of new incoming freshmen and transfer students stands at an all-time high. Yet until recently, the disciplines have remained largely disparate with only minor inroads made into integrating courses that seek to address the Earth as a system. This is soon to change as the MU-DES unveils a new program leading to a B.S. in Integrated Earth Systems. The B.S. in Integrated Earth Systems (ISS) is not a reorganization of existing courses to form a marketable program. Instead, it is a fully integrated program two years in development that borrows from the multi-disciplinary backgrounds and experiences of faculty, while bringing in resources that are tailored to visualizing and modeling the Earth system. The result is the creation of a cross-cutting curriculum designed to prepare the 21st century student for the challenges and opportunities attending the holistic study of the Earth as a system. MU-DES will continue to offer programs leading to degrees in geology, meteorology, and ocean science, but in addition, the B.S. in Integrated Earth Systems will serve those students who find excitement at the boundaries of these disciplines, and prepare them for careers in this emerging field. The ISS program will target high school students of the highest caliber who demonstrate strong aptitude in mathematics and the physical sciences, who will need a minimum amount of remedial work. These select students will be exposed to courses in Earth Systems: Cycles and Interactions, Geophysical Fluid Dynamics, Air-Sea Interaction, Boundary Layers and Turbulence, Climate Variability and Global Change, Atmosphere-Ocean Modeling, Solar-Terrestrial Interactions, Weather Systems Science, Earth Observing Systems, Remote Sensing and more, as part of the ISS curriculum. This paper will highlight the MU-DES programs and learning initiatives and expand and elaborate on the new program in ISS.

Comparison of Instructional Methods for Screening, Brief Intervention, and Referral to Treatment for Substance Use in Nursing Education.

PubMed

Knopf-Amelung, Sarah; Gotham, Heather; Kuofie, Araba; Young, Pamela; Manney Stinson, Ronalda; Lynn, Jolene; Barker, Kendra; Hildreth, Jessica

Most nursing programs lack curriculum on substance use. This project evaluated 3 didactic instructional methods for teaching baccalaureate nursing students about screening, brief intervention, and referral to treatment for substance use. In-person, asynchronous narrated slides and interactive online instructional methods were all effective in developing students' competency; however, active learning methods (in-person and interactive online course) were more effective in changing students' attitudes about their role in screening and intervening for drug use.

Teacher-student interaction: The overlooked dimension of inquiry-based professional development

NASA Astrophysics Data System (ADS)

de Oliveira, Alandeom Wanderlei

This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share authority and to transfer expert interactional rights to students by strategically adopting (1) questioning behaviors that were relatively more student-centered, divergent, reflective, and sincere; (2) reactive behaviors that were more neutral and informative; (3) directive behaviors that were more polite, indirect and inclusive; and, (4) poetic behaviors that fostered more involvement. Such ability allowed teachers to establish more symmetric and involved social relationships with students engaged in classroom inquiries. The above changes in teachers' interactional views and discursive practices are taken as evidence of the effectiveness of an explicit, reflective, authentic and contextualized approach to inquiry-based professional development.

Creating Interactive Student Workbook for Primary Education Social Studies Class and Researching Its Efficiency

ERIC Educational Resources Information Center

Ulu Kalin, Özlem

2017-01-01

Student workbook is an education material including components that support learning, help ensuring knowledge and ability to students in line with the acquisitions stated in teaching programs. Students have different learning styles and necessities. Their needs should be satisfied by benefiting from some additional materials in order to make their…

A Virtual Patient Software Program to Improve Pharmacy Student Learning in a Comprehensive Disease Management Course

PubMed Central

Casale, Jillian P.; Skirvin, J. Andrew; DiVall, Margarita V.

2013-01-01

Objective. To implement and assess the impact of a virtual patient pilot program on pharmacy students’ clinical competence skills. Design. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessment. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students’ posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Conclusion. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes. PMID:24159213

How Programming Fits with Technology Education Curriculum

ERIC Educational Resources Information Center

Wright, Geoffrey A.; Rich, Peter; Leatham, Keith R.

2012-01-01

Programming is a fundamental component of modern society. Programming and its applications influence much of how people work and interact. Because of people's reliance on programming in one or many of its applications, there is a need to teach students to be programming literate. Because the purpose of the International Technology and Engineering…

The Use of Technology in Enhancing Social Skills

ERIC Educational Resources Information Center

Singer-Califano, Autumn

2008-01-01

Social skills training programs are frequently used with students who are at risk for or who have emotional and behavioral disorders. These students often experience social skills deficiencies, antisocial behavior, and negative peer relationships. Because the media is an important factor in the socialization and interaction of students, there…

The Benefits of Peer Leader Programs: An Overview from the Literature

ERIC Educational Resources Information Center

Shook, Jaime L.; Keup, Jennifer R.

2012-01-01

The powerful influence of peers in human development has been widely documented, particularly within education. Throughout the history of higher education, peer interactions have been a component of scholarly explorations of student types, campus cultures, and even the cycle of student "generations." In addition, most student development theories…

External Review of GPS LifePlan

ERIC Educational Resources Information Center

Arendale, David R.

2008-01-01

The GPS LifePlan is an interactive resource that helps students succeed in reaching their career, education and personal goals. GPS stands for "GOALS + PLANS = SUCCESS". http://gpslifeplan.org This holistic academic and student development program provides a structure for students to define their goals and helps them establish plans to…

Conceptualizing the Roles of Mentor Teachers during Student Teaching

ERIC Educational Resources Information Center

Butler, Brandon M.; Cuenca, Alexander

2012-01-01

The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher…

Exploring Student Perceptions of Academic Mentoring and Coaching Experiences

ERIC Educational Resources Information Center

Perez, Eduardo

2014-01-01

While there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community…

Social anxiety and vulnerability for problematic drinking in college students: the moderating role of post-event processing.

PubMed

Potter, Carrie M; Galbraith, Todd; Jensen, Dane; Morrison, Amanda S; Heimberg, Richard G

2016-09-01

Socially anxious college students are at increased risk for engaging in problematic drinking (i.e. heavy or risky drinking) behaviors that are associated with the development of an alcohol use disorder. The present study examined whether post-event processing (PEP), repeatedly thinking about and evaluating one's performance in a past social situation, strengthens the association between social anxiety and vulnerability to problematic drinking among college students. Eighty-three college drinkers with high or low social anxiety participated in a social interaction task and were exposed to a manipulation that either promoted or inhibited PEP about the social interaction. Among participants randomized to the PEP promotion condition, those with high social anxiety exhibited a greater urge to use alcohol after the social interaction and greater motivation to drink to cope with depressive symptoms over the week following the manipulation than did those with low social anxiety. These findings suggest that targeting PEP in college drinking intervention programs may improve the efficacy of such programs for socially anxious students.

Developing a Telecommunications Curriculum for Students with Physical Disabilities.

ERIC Educational Resources Information Center

Gandell, Terry S.; Laufer, Dorothy

1993-01-01

A telecommunications curriculum was developed for students (ages 15-21) with physical disabilities. Curriculum content included an internal mailbox program (Mailbox), interactive communication system (Blisscom), bulletin board system (Arctel), and a mainframe system (Compuserv). (JDD)

A Long-Term Experiment to Investigate the Relationships between High School Students' Perceptions of Mobile Learning and Peer Interaction and Higher-Order Thinking Tendencies

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Lai, Chiu-Lin; Liang, Jyh-Chong; Chu, Hui-Chun; Tsai, Chin-Chung

2018-01-01

In this study, a one-year program was conducted to investigate the relationships between students' perceptions of mobile learning and their tendencies of peer interaction and higher-order thinking in issue-based mobile learning activities. To achieve the research objective, a survey consisting of eight scales, namely, usability, continuity,…

Teacher Self-Identity: A Narrative Inquiry into the Lives of Teachers and the Influences on Their Interactions with Students

ERIC Educational Resources Information Center

Reid, Hannah

2017-01-01

New teachers are supported extensively while participating in teacher training programs and during the first years of teaching. During this time, there are opportunities for the new teacher to explore their self-identity and determine how they will interact with students in the classroom. As teachers enter the later years of their careers and are…

Broadening of Graduate Practicums (An overview of how Jacksonville State University increased the practical experiences available to employed Master's level students).

ERIC Educational Resources Information Center

Frith, Greg

Educators agree that the interaction of teachers in training with exceptional children through the medium of practicums or internships is an essential component of every teacher education program. At the undergraduate level, where the student is usually pursuing a degree on a full time basis, ample opportunities exist for interaction with…

COMPARE/Radiology, an interactive Web-based radiology teaching program evaluation of user response.

PubMed

Wagner, Matthias; Heckemann, Rolf A; Nömayr, Anton; Greess, Holger; Bautz, Werner A; Grunewald, Markus

2005-06-01

The aim of this study is to assess user benefits of COMPARE/Radiology, a highly interactive World Wide Web-based training program for radiology, as perceived by its users. COMPARE/Radiology (http://www.idr.med.uni-erlangen.de/compare.htm), an interactive training program based on 244 teaching cases, was created by the authors and made publicly available on the Internet. An anonymous survey was conducted among users to investigate the composition of the program's user base and assess the acceptance of the training program. In parallel, Web access data were collected and analyzed using descriptive statistics. The group of responding users (n = 1370) consisted of 201 preclinical medical students (14.7%), 314 clinical medical students (22.9%), 359 residents in radiology (26.2%), and 205 users of other professions (14.9%). A majority of respondents (1230; 89%) rated the interactivity of COMPARE/Radiology as good or excellent. Many respondents use COMPARE/Radiology for self-study (971; 70%) and for teaching others (600; 43%). Web access statistics show an increase in number of site visits from 1248 in December 2002 to 4651 in April 2004. Users appreciate the benefits of COMPARE/Radiology. The interactive instructional design was rated positively by responding users. The popularity of the site is growing, evidenced by the number of network accesses during the observation period.

An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers

PubMed Central

Tran, Thao T.; Tran, Linh

2014-01-01

Objective. To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. Design. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Assessment. Students’ responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants’ understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Conclusion. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions. PMID:26056405

The influence of interactive technology on student performance in an Oklahoma secondary Biology I program

NASA Astrophysics Data System (ADS)

Feltman, Vallery

Over the last decade growth in technologies available to teach students and enhance curriculum has become an important consideration in the educational system. The profile of today's secondary students have also been found to be quite different than those of the past. Their learning styles and preferences are issues that should be addressed by educators. With the growth and availability of new technologies students are increasingly expecting to use these as learning tools in their classrooms. This study investigates how interactive technology may impact student performance. This study specifically focuses on the use of the Apple Ipad in 4 Biology I classrooms. This study used an experimental mixed method design to examine how using Ipads for learning impacted student achievement, motivation to learn, and learning strategies. Qualitatively the study examined observed student behaviors and student perceptions regarding the use of interactive technologies. Data was analyzed using descriptive statistics, t-tests, 2-way ANOVAs, and qualitative analysis. Quantitatively the results revealed no significant difference between students who used the interactive technology to learn and those who did not. Qualitative data revealed behaviors indicative of being highly engaged with the subject matter and the development of critical thinking skills which may improve student performance. Student perceptions also revealed overall positive experiences with using interactive technology in the classroom. It is recommended that further studies be done to look at using interactive technologies for a longer period of time using multiple subjects areas. This would provide a more in-depth exploration of interactive technologies on student achievement.

The Issues Framework: Situating Graduate Teaching Assistant-Student Interactions in Physics Problem Solving

NASA Astrophysics Data System (ADS)

Westlander, Meghan Joanne

Interactive engagement environments are critical to students' conceptual learning gains, and often the instructor is ultimately responsible for the creation of that environment in the classroom. When those instructors are graduate teaching assistants (GTAs), one of the primary ways in which they can promote interactive engagement is through their interactions with students. Much of the prior research on physics GTA-student interactions focuses on GTA training programs (e.g. Ezrailson (2004); Smith, Ward, and Rosenshein (1977)) or on GTAs' specific actions and beliefs (e.g. West, Paul, Webb, and Potter (2013); Goertzen (2010); Spike and Finkelstein (2012a)). Research on students' ideas and behaviors within and surrounding those interactions is limited but important to obtaining a more complete understanding of how GTAs promote an interactive environment. In order to begin understanding this area, I developed the Issues Framework to examine how GTA-student interactions are situated in students' processes during physics problem solving activities. Using grounded theory, the Issues Framework emerged from an analysis of the relationships between GTA-student interactions and the students procedures and expressions of physics content in and surrounding those interactions. This study is focused on introducing the Issues Framework and the insight it can provide into GTA-student interactions and students' processes. The framework is general in nature and has a visually friendly design making it a useful tool for consolidating complex data and quickly pattern-matching important pieces of a complex process. Four different categories of Issues emerged spanning the problem solving process: (1) Getting Started, (2) Solution Approach, (3) Unit Conversions, and (4) Other. The framework allowed for identification of the specific contents of the Issues in each category as well as revealing the common stories of students' processes and how the interactions were situated in those processes in each category. Through the stories, the Issues Framework revealed processes in which students often focused narrowly on procedures with the physics content expressed through their procedures and only sometimes through conceptual discussions. Interactions with the GTA affected changes in students' processes, typically leading students to correct their procedures. The interactions often focused narrowly on procedures as well but introduced conceptual discussions more often than students did surrounding the interactions. Comparing stories across GTAs instead of across categories revealed one GTA who, more often than other GTAs, used conceptual discussion and encouraged students' participation in the interactions. The Issues Framework still needs continued refinement and testing. However, it represents a significant step toward understanding GTA-student interactions from the perspective of students' processes in physics problem solving.

The Comfortable Cafeteria Program for Promoting Student Participation and Enjoyment: An Outcome Study

PubMed Central

Demirjian, Louise; Horvath, Frances; Doxsey, Lauri

2018-01-01

A mixed-methods design was used to explore the outcomes of a 6-wk, occupational therapist–led Comfortable Cafeteria program designed to build cafeteria supervisors’ and students’ capacity to create a positive mealtime environment so that all students can successfully participate in and enjoy a healthy meal and socialization with peers. Students whose scores were in the low and mid-range at the outset had statistically significant improvements in pretest–posttest visual analog scale ratings of participation and enjoyment. Cafeteria supervisors demonstrated statistically significant improvements in their perceptions of knowledge and skills to supervise and to encourage healthy eating. Qualitative findings add further insight into the program, suggesting that students learned prosocial values (e.g., being kind, helping others), supervisors actively encouraged positive social interaction, and occupational therapists enjoyed implementing the program and recognized positive supervisor and student changes as a result of integrating services in the cafeteria. PMID:29689174

Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

NASA Astrophysics Data System (ADS)

Worssam, J. B.

2017-12-01

Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

Teaching point of care ultrasound skills in medical school: keeping radiology in the driver's seat.

PubMed

Webb, Emily M; Cotton, James B; Kane, Kevin; Straus, Christopher M; Topp, Kimberly S; Naeger, David M

2014-07-01

Ultrasound is used increasingly in medical practice as a tool for focused bedside diagnosis and technical assistance during procedures. Widespread availability of small portable units has put this technology into the hands of many physicians and medical students who lack dedicated training, leaving the education and introduction of this key modality increasingly to physicians from other specialties. We developed a radiology-led program to teach ultrasound skills to preclinical medical students. To develop this new ultrasound program we 1) established a program leader, 2) developed teaching materials, 3) created a hands-on interactive program, and 4) recruited the necessary instructors. The program was piloted with the first-year medical student class of 154 students. The introductory session was assessed by pre- and post-activity Likert scale-based surveys. Of 154 (68.8%) students, 106 completed a voluntary online survey before starting the program and 145 students (94.2%) completed a voluntary survey after the session. Students found the program educationally valuable (4.64 of 5) and reported that it improved their understanding of ultrasound imaging (4.7 of 5). Students' reported confidence in identifying abdominal organs, intra-abdominal fluid, and Morison pouch that was significantly higher on the postactivity survey compared to the presurvey (P < .001 for all). We piloted a radiology-led program to teach ultrasound skills to preclinical medical students. Students found the experience enjoyable and educationally valuable. Copyright © 2014 AUR. Published by Elsevier Inc. All rights reserved.

Impact of a Student Leadership Development Program

PubMed Central

Tran-Johnson, Jennifer

2013-01-01

Objective. To assess the effectiveness of the Student Leadership Development Series (SLDS), an academic-year--long, co-curricular approach to developing leadership skills in pharmacy students. Design. Participants met once per month for activities and a college-wide guest speaker session. Students also completed monthly forms regarding what they had learned, participated in poster presentations, and created a personal leadership platform. Assessment. One hundred twenty-three students participated in the program between 2008 and 2013. On monthly evaluation forms and a summative evaluation, students indicated that the program helped them feel prepared for leadership opportunities and increased their desire to pursue leadership. They valued interacting with pharmacy leaders from the community and learning how they could distinguish themselves as leaders. Conclusions. The SLDS provided pharmacy students with an opportunity to explore personal leadership styles and develop broader understanding of leadership, and increased their desire to pursue leadership positions in the future. PMID:24371349

Impact of a student leadership development program.

PubMed

Chesnut, Renae; Tran-Johnson, Jennifer

2013-12-16

To assess the effectiveness of the Student Leadership Development Series (SLDS), an academic-year--long, co-curricular approach to developing leadership skills in pharmacy students. Participants met once per month for activities and a college-wide guest speaker session. Students also completed monthly forms regarding what they had learned, participated in poster presentations, and created a personal leadership platform. One hundred twenty-three students participated in the program between 2008 and 2013. On monthly evaluation forms and a summative evaluation, students indicated that the program helped them feel prepared for leadership opportunities and increased their desire to pursue leadership. They valued interacting with pharmacy leaders from the community and learning how they could distinguish themselves as leaders. The SLDS provided pharmacy students with an opportunity to explore personal leadership styles and develop broader understanding of leadership, and increased their desire to pursue leadership positions in the future.

Software for Secondary-School Learning About Robotics

NASA Technical Reports Server (NTRS)

Shelton, Robert O.; Smith, Stephanie L.; Truong, Dat; Hodgson, Terry R.

2005-01-01

The ROVer Ranch is an interactive computer program designed to help secondary-school students learn about space-program robotics and related basic scientific concepts by involving the students in simplified design and programming tasks that exercise skills in mathematics and science. The tasks involve building simulated robots and then observing how they behave. The program furnishes (1) programming tools that a student can use to assemble and program a simulated robot and (2) a virtual three-dimensional mission simulator for testing the robot. First, the ROVer Ranch presents fundamental information about robotics, mission goals, and facts about the mission environment. On the basis of this information, and using the aforementioned tools, the student assembles a robot by selecting parts from such subsystems as propulsion, navigation, and scientific tools, the student builds a simulated robot to accomplish its mission. Once the robot is built, it is programmed and then placed in a three-dimensional simulated environment. Success or failure in the simulation depends on the planning and design of the robot. Data and results of the mission are available in a summary log once the mission is concluded.

Relationships Between Selected Teacher Behaviors and Pupil Academic Achievement: Preliminary Observations (Sample Project A). The Effect of Teacher Input on Student Performance (Sample Project B). Technical Report #35.

ERIC Educational Resources Information Center

Au, Kathryn H.

This Kamehameha Early Education Program (KEEP) report describes two studies on the effects of student-teacher interaction on student performance. Study I explored the relationship between three kinds of teacher behaviors (modeling, teacher attention to individual students, and praise-giving to individual students) and the pupil's academic…

Interactive NMR: A Simulation Based Teaching Tool for Fundamentals to Applications with Tangible Analogies

NASA Astrophysics Data System (ADS)

Griesse-Nascimento, Sarah; Bridger, Joshua; Brown, Keith; Westervelt, Robert

2011-03-01

Interactive computer simulations increase students' understanding of difficult concepts and their ability to explain complex ideas. We created a module of eight interactive programs and accompanying lesson plans for teaching the fundamental concepts of Nuclear Magnetic Resonance (NMR) and Magnetic Resonance Imaging (MRI) that we call interactive NMR (iNMR). We begin with an analogy between nuclear spins and metronomes to start to build intuition about the dynamics of spins in a magnetic field. We continue to explain T1, T2, and pulse sequences with the metronome analogy. The final three programs are used to introduce and explain the Magnetic Resonance Switch, a recent diagnostic technique based on NMR. A modern relevant application is useful to generate interest in the topic and confidence in the students' ability to apply their knowledge. The iNMR module was incorporated into a high school AP physics class. In a preliminary evaluation of implementation, students expressed enthusiasm and demonstrated enhanced understanding of the material relative to the previous year. Funded by NSF PHY-0646094 grant.

Interactional Practices Used in the Teaching of Conflict Prevention and Resolution Skills in an Innovative Safe School Program at an Elementary School

ERIC Educational Resources Information Center

Shin, Annalise Grace

2010-01-01

Within the framework of language socialization, this dissertation uses conversation analytic and ethnographic methods to examine the interactional practices used by the adult safe school educator at a progressive elementary school to socialize students into beliefs and practices associated with the school's Cool Tools Safe School Program. Cool…

Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

ERIC Educational Resources Information Center

LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

2016-01-01

This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

Effect of short-term research training programs on medical students' attitudes toward aging.

PubMed

Jeste, Dilip V; Avanzino, Julie; Depp, Colin A; Gawronska, Maja; Tu, Xin; Sewell, Daniel D; Huege, Steven F

2018-01-01

Strategies to build a larger workforce of physicians dedicated to research on aging are needed. One method to address this shortage of physician scientists in geriatrics is short-term training in aging research for early-stage medical students. The authors examined the effects of two summer research training programs, funded by the National Institutes of Health, on medical students' attitudes toward aging, using the Carolina Opinions on Care of Older Adults (COCOA). The programs combined mentored research, didactics, and some clinical exposure. In a sample of 134 participants, COCOA scores improved significantly after completion of the research training program. There was a significant interaction of gender, such that female students had higher baseline scores than males, but this gender difference in COCOA scores was attenuated following the program. Four of the six COCOA subscales showed significant improvement from baseline: early interest in geriatrics, empathy/compassion, attitudes toward geriatrics careers, and ageism.

Student Use of Physics to Make Sense of Incomplete but Functional VPython Programs in a Lab Setting

NASA Astrophysics Data System (ADS)

Weatherford, Shawn A.

2011-12-01

Computational activities in Matter & Interactions, an introductory calculus-based physics course, have the instructional goal of providing students with the experience of applying the same set of a small number of fundamental principles to model a wide range of physical systems. However there are significant instructional challenges for students to build computer programs under limited time constraints, especially for students who are unfamiliar with programming languages and concepts. Prior attempts at designing effective computational activities were successful at having students ultimately build working VPython programs under the tutelage of experienced teaching assistants in a studio lab setting. A pilot study revealed that students who completed these computational activities had significant difficultly repeating the exact same tasks and further, had difficulty predicting the animation that would be produced by the example program after interpreting the program code. This study explores the interpretation and prediction tasks as part of an instructional sequence where students are asked to read and comprehend a functional, but incomplete program. Rather than asking students to begin their computational tasks with modifying program code, we explicitly ask students to interpret an existing program that is missing key lines of code. The missing lines of code correspond to the algebraic form of fundamental physics principles or the calculation of forces which would exist between analogous physical objects in the natural world. Students are then asked to draw a prediction of what they would see in the simulation produced by the VPython program and ultimately run the program to evaluate the students' prediction. This study specifically looks at how the participants use physics while interpreting the program code and creating a whiteboard prediction. This study also examines how students evaluate their understanding of the program and modification goals at the beginning of the modification task. While working in groups over the course of a semester, study participants were recorded while they completed three activities using these incomplete programs. Analysis of the video data showed that study participants had little difficulty interpreting physics quantities, generating a prediction, or determining how to modify the incomplete program. Participants did not base their prediction solely from the information from the incomplete program. When participants tried to predict the motion of the objects in the simulation, many turned to their knowledge of how the system would evolve if it represented an analogous real-world physical system. For example, participants attributed the real-world behavior of springs to helix objects even though the program did not include calculations for the spring to exert a force when stretched. Participants rarely interpreted lines of code in the computational loop during the first computational activity, but this changed during latter computational activities with most participants using their physics knowledge to interpret the computational loop. Computational activities in the Matter & Interactions curriculum were revised in light of these findings to include an instructional sequence of tasks to build a comprehension of the example program. The modified activities also ask students to create an additional whiteboard prediction for the time-evolution of the real-world phenomena which the example program will eventually model. This thesis shows how comprehension tasks identified by Palinscar and Brown (1984) as effective in improving reading comprehension are also effective in helping students apply their physics knowledge to interpret a computer program which attempts to model a real-world phenomena and identify errors in their understanding of the use, or omission, of fundamental physics principles in a computational model.

Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

NASA Astrophysics Data System (ADS)

Stevens, Sally; Andrade, Rosi; Page, Melissa

2016-12-01

Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

Reflections on the contributions of self-advocates to an interdisciplinary leadership development program for graduate students in health affairs.

PubMed

Rosenberg, Angela; Zuver, Deborah; Kermon, McCafferty; Fernandez, Claudia; Margolis, Lewis H

2018-04-01

To advance equity and to enhance leadership skills, self-advocates with intellectual/developmental disabilities are now part of the cohort of trainees in the University of North Carolina LEND, which means that they fully participate in the Interdisciplinary Leadership Development Program, a collaboration among programs in public health, social work, and LEND, which meets monthly. Given this important new participation by self-advocates, this study analyzes the reflections of graduate students on the contributions of self-advocates to their leadership training. At the conclusion of the program each year, graduate students respond to a questionnaire about how self-advocates influenced the content and interactions/discussions of the monthly workshops and are asked to provide specific examples to explain their perceptions. The 12 MCH leadership competencies were used to guide the coding of the comments for this qualitative, directed content analysis. Forty-six of 58 students (79.3%) from two consecutive cohorts responded for this cross-sectional study. Interactions with self-advocates prompted comments on 8 of the 12 leadership competencies, including interdisciplinary team building (29% of the comments); developing others through teaching and mentoring (22%); and self-reflection (18%). The inclusion of self-advocates throughout an interdisciplinary leadership development program for graduate students in health affairs can strengthen MCH leadership competencies for all participants as they enter an increasingly interdisciplinary workforce. Copyright © 2017 Elsevier Inc. All rights reserved.

Teaching Microbial Growth by Simulation.

ERIC Educational Resources Information Center

Ruiz, A. Fernandez; And Others

1989-01-01

Presented is a simulation program for Apple II computer which assays the effects of a series of variables on bacterial growth and interactions between microbial populations. Results of evaluation of the program with students are summarized. (CW)

A Computer-Assisted Laboratory Sequence for Petroleum Geology.

ERIC Educational Resources Information Center

Lumsden, David N.

1979-01-01

Describes a competitive oil-play game for petroleum geology students. It is accompanied by a computer program written in interactive Fortran. The program, however, is not essential, but useful for adding more interest. (SA)

Conflicting Pressures in Postsecondary Education.

ERIC Educational Resources Information Center

Fenske, Robert H.

Papers were presented on these subcategories of the theme of conflicting pressures in postsecondary education: privacy and confidentiality; program analysis, goals, and outcomes; planning, research, and modeling; financing and resource allocation; faculty; and students. Individual topics addressed include: student-faculty interaction; student…

Insights From the Development of an Environmental Science Professional Development Field Course for Undergraduates from Two-Year and Four-Year Colleges.

NASA Astrophysics Data System (ADS)

Schmidt, C. M.; Hall, S. R.; Walker, B.; Paul, J.

2017-12-01

Existing STEM retention and diversity programs have identified access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment. This program reimagines the traditional geology field course as a professional development experience for students at 2-year and 4-year institutions interested in environmental careers. Students participate in a summer field course in the Sierra Nevada of California, during which time they complete geology, geomorphology, hydrology, and ecology field projects designed to compliment the curriculum of Environmental Geoscience, Environmental Science, and Environmental Studies programs. During the course students interact with local professionals in the environmental sector and work to earn badges based on the skills demonstrated during field projects. Badges create transparent documentation of skill mastery for students and provide a new way for students to understand and market their skills and competencies to potential employers. We will report on the curriculum development, implementation and assessment of the first cohort of students to participate in the program. Preliminary results of formative and summative assessments and their implications for student success and program design will be addressed.

Interactive radio: distance education in the classroom.

PubMed

1988-01-01

The Honduran Association for Socioeconomic Growth and Development (AVANCE) in conjunction with the U.S. Agency for International Development's Radio Learning Project has developed and promoted programs for radio that encourage interactive learning in Latin America. The Second Interamerican Conference on Interactive Radio was recently held in Tela, Honduras where educators and participants came to attend workshops on scriptwriting, instructional design, community support and other related topics. The participants had the opportunity to study the second generation of interactive radio. Beginning in 1973, Nicaragua began an interactive radio program written for early grade mathematics students. Currently, Honduras is marketing a mathematics program entitled, La Familia de los Numeros," or the Family of Numbers to other countries. In Bolivia, an organization called, "Fe y Alegria," or Faith and Happiness is broadcasting educational programs through the use of interactive radio. In Ecuador, testing has begun to study the viability of interactive radio for their educational system, and in Costa Rica, replication of Honduras' "Familia de los Numeros" has begun. Teachers have noted an improved grasp of subject matter and better attentiveness through the use of interactive radio programs. The programs present 30 minutes of mathematics information and 30 minutes of language information. For each grade, 170 programs have been developed.

Overview of Space Science and Information Research Opportunities at NASA

NASA Technical Reports Server (NTRS)

Green, James L.

2000-01-01

It is not possible to review all the opportunities that NASA provides to support the Space Science Enterprise, in the short amount of time allotted for this presentation. Therefore, only a few key programs will be discussed. The programs that I will discuss will concentrate on research opportunities for faculty, graduate and postdoctoral candidates in Space Science research and information technologies at NASA. One of the most important programs for research opportunities is the NASA Research Announcement or NRA. NASA Headquarters issues NRA's on a regular basis and these cover space science and computer science activities relating to NASA missions and programs. In the Space Sciences, the most important NRA is called the "Research Opportunities in Space Science or the ROSS NRA. The ROSS NRA is composed of multiple announcements in the areas of structure and evolution of the Universe, Solar System exploration, Sun-Earth connections, and applied information systems. Another important opportunity is the Graduate Student Research Program (GSRP). The GSRP is designed to cultivate research ties between a NASA Center and the academic community through the award of fellowships to promising students in science and engineering. This program is unique since it matches the student's area of research interest with existing work being carried out at NASA. This program is for U.S. citizens who are full-time graduate students. Students who are successful have made the match between their research and the NASA employee who will act as their NASA Advisor/ Mentor. In this program, the student's research is primarily accomplished under the supervision of his faculty advisor with periodic or frequent interactions with the NASA Mentor. These interactions typically involve travel to the sponsoring NASA Center on a regular basis. The one-year fellowships are renewable for up to three years and over $20,000 per year. These and other important opportunities will be discussed.

Social Worker's Resource Guide for Supporting Programs for Emotionally Handicapped Students.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Div. of Special Education.

The guide is intended to serve as an information resource for school social workers in their interactions with emotionally handicapped (EH) students and their teachers. Following a definition of the EH student, the first of six brief chapters uses a question-and-answer format to discuss the role of the social worker in student assessment and the…

Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach.

PubMed

Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

2018-01-01

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as "mentors" and ten incoming and current autistic college students participated in the program as "mentees." Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college.

Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach

PubMed Central

Hotez, Emily; Shane-Simpson, Christina; Obeid, Rita; DeNigris, Danielle; Siller, Michael; Costikas, Corinna; Pickens, Jonathan; Massa, Anthony; Giannola, Michael; D'Onofrio, Joanne; Gillespie-Lynch, Kristen

2018-01-01

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as “mentors” and ten incoming and current autistic college students participated in the program as “mentees.” Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college. PMID:29487547

Evaluation of the Impact of a senior mentor program on medical students' geriatric knowledge and attitudes toward older adults.

PubMed

Mendoza De La Garza, Maria; Tieu, Christina; Schroeder, Darrell; Lowe, Kathleen; Tung, Ericka

2018-06-18

Medical schools throughout the country struggle with how best to train students to provide quality, patient-centered care to the burgeoning population of older adults. The Senior Sages Program (SSP) is a longitudinal Senior Mentor Program (SMP) that offers students the opportunity to learn about the aging process and core geriatric medicine concepts through the eyes of an aging expert: their Senior Sage. The SSP marries a robust electronic curriculum with an SMP and online discussion board. The aim of this program evaluation was to measure the impact on students' geriatric knowledge and attitudes toward older adults. This asynchronously facilitated course improved students' geriatric knowledge and facilitated stability of positive attitudes toward older adults. The majority of students felt that their SSP interactions were meaningful and valuable to their clinical development. The combination of SMP and electronic curricula offer a feasible, practical way to bridge the geriatric training chasm.

The Comfortable Cafeteria Program for Promoting Student Participation and Enjoyment: An Outcome Study.

PubMed

Bazyk, Susan; Demirjian, Louise; Horvath, Frances; Doxsey, Lauri

A mixed-methods design was used to explore the outcomes of a 6-wk, occupational therapist-led Comfortable Cafeteria program designed to build cafeteria supervisors' and students' capacity to create a positive mealtime environment so that all students can successfully participate in and enjoy a healthy meal and socialization with peers. Students whose scores were in the low and mid-range at the outset had statistically significant improvements in pretest-posttest visual analog scale ratings of participation and enjoyment. Cafeteria supervisors demonstrated statistically significant improvements in their perceptions of knowledge and skills to supervise and to encourage healthy eating. Qualitative findings add further insight into the program, suggesting that students learned prosocial values (e.g., being kind, helping others), supervisors actively encouraged positive social interaction, and occupational therapists enjoyed implementing the program and recognized positive supervisor and student changes as a result of integrating services in the cafeteria. Copyright © 2018 by the American Occupational Therapy Association, Inc.

A new approach in the design of an interactive environment for teaching Hamiltonian digraphs

NASA Astrophysics Data System (ADS)

Iordan, A. E.; Panoiu, M.

2014-03-01

In this article the authors present the necessary steps in object orientated design of an interactive environment that is dedicated to the process of acquaintances assimilation in Hamiltonian graphs theory domain, especially for the simulation of algorithms which determine the Hamiltonian trails and circuits. The modelling of the interactive environment is achieved through specific UML diagrams representing the steps of analysis, design and implementation. This interactive environment is very useful for both students and professors, because computer programming domain, especially digraphs theory domain is comprehended and assimilated with difficulty by students.

Effects of autogenic training on stress response and heart rate variability in nursing students.

PubMed

Lim, Seung-Joo; Kim, Chunmi

2014-12-01

This study was undertaken to confirm the effects of autogenic training (AT) on stress response and heart rate variability in nursing school students experiencing stress related to clinical training. The study was carried out from September 2012 to April 2013 in a quasi-experimental nonequivalent control group using a pretest-posttest design. The participants were 40 nursing students in their third year at either of two nursing colleges. All consented to participate. Nineteen nursing students at one college were assigned to the experimental group and underwent the 8-week AT program, and the other 21 were assigned to the control group and did not undergo any training. Stress response was assessed by questionnaire and HRV was measured three times, that is, before the program, at the end of the program, and 6 months after the end of the AT program. A significant time/group interaction was found for stress response (F = 4.68, p = .012), a subjective indicator. However, no significant interaction was found for the objective indicators of heart rate variability, normalized low frequency (F = 2.59, p = .090), normalized high frequency (F = 2.59, p = .090), or low frequency to high frequency ratio (F = 1.38, p = .257). The results suggest that AT provides an acceptable approach to stress reduction in nursing students. Copyright © 2014. Published by Elsevier B.V.

Factors of persistence among graduates of athletic training education programs.

PubMed

Bowman, Thomas G; Dodge, Thomas M

2011-01-01

Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. Qualitative study. Postprofessional education program accredited by the NATA. Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

Clinical Preceptors' Perspectives on Clinical Education in Post-Professional Athletic Training Education Programs

ERIC Educational Resources Information Center

Phan, Kelvin; McCarty, Cailee W.; Mutchler, Jessica M.; Van Lunen, Bonnie

2012-01-01

Context: Clinical education is the interaction between a clinical preceptor and student within the clinical setting to help the student progress as a clinician. Post-professional athletic training clinical education is especially important to improve these students' clinical knowledge and skills. However, little research has been conducted to…

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Dodge, Thomas

2014-01-01

Context: Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship. Objective: Highlight the use of the observation period for preparatory athletic…

Evaluation of a Teaching Tool--Wiki--in Online Graduate Education

ERIC Educational Resources Information Center

Park, Caroline L.; Crocker, Cheryl; Nussey, Janice; Springate, Joyce; Hutchings, Darlene

2010-01-01

This study provides information on ways to enhance learning for students using online educational programs. Technologies that foster and engage students in the learning process are necessary in the online learning environment. Wiki is an online teaching strategy used to promote student interaction. A Wiki was introduced into three sections of a…

Who or What Contributes to Student Satisfaction in Different Blended Learning Modalities?

ERIC Educational Resources Information Center

Diep, Anh-Nguyet; Zhu, Chang; Struyven, Katrien; Blieck, Yves

2017-01-01

Different blended learning (BL) modalities and the interaction effect between human and technological factors on student satisfaction need adequately researched to shed more light on successful BL implementation. The objective of the present article is three-fold: (1) to present a model to predict student satisfaction with BL programs, (2) to…

Real Time with the Librarian: Using Web Conferencing Software to Connect to Distance Students

ERIC Educational Resources Information Center

Riedel, Tom; Betty, Paul

2013-01-01

A pilot program to provide real-time library webcasts to Regis University distance students using Adobe Connect software was initiated in fall of 2011. Previously, most interaction between librarians and online students had been accomplished by asynchronous discussion threads in the Learning Management System. Library webcasts were offered in…

Diverse Student Teachers Making Sense of Difference through Engaging in Boalian Theater Approaches

ERIC Educational Resources Information Center

Bhukhanwala, Foram; Allexsaht-Snider, Martha

2012-01-01

A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal's "Theater of the Oppressed" (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The research,…

Expanding Learning Opportunities for High School Students with Distance Learning

ERIC Educational Resources Information Center

Beese, Jane

2014-01-01

The purpose of the Synchronous Interactive Video Conference Distance Learning pilot program was to use emerging technologies to expand learning opportunities for students at an urban public high school. Through grant funding, students were able to enroll in Advanced Placement and foreign language courses through an online learning provider. Using…

Questioning: A Reading/Thinking Foundation for the Gifted.

ERIC Educational Resources Information Center

Batson, Amanda Davis

A study to determine the effects of higher level interactive questioning procedures on the cognitive abilities of gifted students was conducted with 14 gifted sixth grade students. The students were selected from a public school enrichment program and randomly assigned to one of two groups that met for five weekly sessions. The control group was…

Defining Success in Adult Basic Education Settings: Multiple Stakeholders, Multiple Perspectives

PubMed Central

Tighe, Elizabeth L.; Barnes, Adrienne E.; Connor, Carol M.; Steadman, Sharilyn C.

2015-01-01

This study employed quantitative and qualitative research approaches to investigate what constitutes “success” in Adult Basic Education (ABE) programs from the perspectives of multiple educational stakeholders: the state funding agency, the teachers, and the students. Success was defined in multiple ways. In the quantitative section of the study, we computed classroom value-added scores (used as a metric of the state’s definition of success) to identify more and less effective ABE classrooms in two Florida counties. In the qualitative section of the study, we observed and conducted interviews with teachers and students in the selected classrooms to investigate how these stakeholders defined success in ABE. Iterative consideration of the qualitative data revealed three principal markers of success: (a) instructional strategies and teacher-student interactions; (b) views on standardized testing; and (c) student motivational factors. In general, classrooms with higher value-added scores were characterized by multiple instructional approaches, positive and collaborative teacher-student interactions, and students engaging in goal setting and citing motivational factors such as family and personal fulfillment. The implications for ABE programs are discussed. PMID:26279590

Interactive Peer Coaching/Mentoring Project for Preparing Teachers of Students with Severe Behavioral Disorders Final Report. Volume 1: Project Narrative and Briefing Papers [and] Volume 2: Appendices.

ERIC Educational Resources Information Center

North Dakota Center for Persons with Disabilities, Minot.

This final report discusses the activities and outcomes of the Interactive Peer Coaching/Mentoring (IPCM) Project, a program designed to prepare teachers of students with severe behavioral disorders (SED) residing in a rural, remote area in North Dakota. The IPCM project was conducted from July 1997 through July 2000 and developed an…

Emblems of Quality in Higher Education. Developing and Sustaining High-Quality Programs.

ERIC Educational Resources Information Center

Haworth, Jennifer Grant; Conrad, Clifton F.

This book proposes an "engagement" theory of program quality to evaluate and improve higher education programs at all degree levels. Based on interviews with 781 participants in a national study of Masters degree programs, it focuses on the interactive roles of students, faculty, and administrators in developing high-quality programs…

Emile: Software-Realized Scaffolding for Science Learners Programming in Mixed Media

NASA Astrophysics Data System (ADS)

Guzdial, Mark Joseph

Emile is a computer program that facilitates students using programming to create models of kinematics (physics of motion without forces) and executing these models as simulations. Emile facilitates student programming and model-building with software-realized scaffolding (SRS). Emile integrates a range of SRS and provides mechanisms to fade (or diminish) most scaffolding. By fading Emile's SRS, students can adapt support to their individual needs. Programming in Emile involves graphic and text elements (as compared with more traditional text-based programming). For example, students create graphical objects which can be dragged on the screen, and when dropped, fall as if in a gravitational field. Emile supports a simplified, HyperCard-like mixed media programming framework. Scaffolding is defined as support which enables student performance (called the immediate benefit of scaffolding) and which facilitates student learning (called the lasting benefit of scaffolding). Scaffolding provides this support through three methods: Modeling, coaching, and eliciting articulation. For example, Emile has tools to structure the programming task (modeling), menus identify the next step in the programming and model-building process (coaching), and prompts for student plans and predictions (eliciting articulation). Five students used Emile in a summer workshop (45 hours total) focusing on creating kinematics simulations and multimedia demonstrations. Evaluation of Emile's scaffolding addressed use of scaffolding and the expected immediate and lasting benefits. Emile created records of student interactions (log files) which were analyzed to determine how students used Emile's SRS and how they faded that scaffolding. Student projects and articulations about those projects were analyzed to assess success of student's model-building and programming activities. Clinical interviews were conducted before and after the workshop to determine students' conceptualizations of kinematics and programming and how they changed. The results indicate that students were successful at model-building and programming, learned physics and programming, and used and faded Emile's scaffolding over time. These results are from a small sample who were self -selected and highly-motivated. Nonetheless, this study provides a theory and operationalization for SRS, an example of a successful model-building environment, and a description of student use of mixed media programming.

Sex, grade, and course differences in attitudes that are related to cognitive performance in secondary science

NASA Astrophysics Data System (ADS)

Levin, James; Seymour Fowler, H.

The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.

Exploration of Problematic Internet Use and Social Interaction Anxiety among Turkish Pre-Service Teachers

ERIC Educational Resources Information Center

Cuhadar, Cem

2012-01-01

The current study investigated the relationship between problematic Internet use and social interaction anxiety among pre-service teachers. Participants were 1235 students attending teacher training programs at a Turkish state university. The "Problematic Internet Use Scale" and "Social Interaction Anxiety Scale" were used to…

Marketing Education

ERIC Educational Resources Information Center

Stancil, Ronald A., Sr.

2008-01-01

This article discusses the Marketing Education program at West Haven (CT) High School in West Haven, Connecticut, that promotes skills for life and attributes, enhances the academic program, and develops leaders out of ordinary students through an interactive curriculum. The three components of West Haven's marketing and management program are (1)…

The Greenfoot Programming Environment

ERIC Educational Resources Information Center

Kolling, Michael

2010-01-01

Greenfoot is an educational integrated development environment aimed at learning and teaching programming. It is aimed at a target audience of students from about 14 years old upwards, and is also suitable for college- and university-level education. Greenfoot combines graphical, interactive output with programming in Java, a standard, text-based…

Developing a Community Based Pre-College Medical Science Collaborative.

ERIC Educational Resources Information Center

Shagam, Janet Yagoda

Designed to assist secondary and post-secondary educators develop community interactive science programs, this manual describes steps undertaken at New Mexico's Albuquerque Technical Vocational Institute to develop pre-college medical science programs that encourage local high school students to consider the college's medical technology program.…

The Supervisory Process: A Consistent Approach to Help Student Teachers Improve.

ERIC Educational Resources Information Center

Blank, Mary Ann; Heathington, Betty S.

1987-01-01

The Office of Field Studies at the University of Tennessee Knoxville has implemented a research-based, collaborative-interactive student teacher supervision program featuring the provision of objective feedback during the preobservation conference, observation, and postobservation conference. (CB)

A Community of Peer Interactions as a Resource to Prepare Music Teacher Educators

ERIC Educational Resources Information Center

Shin, Jihae

2013-01-01

The purpose of this study was to investigate interactions between two doctoral students and their colleagues in a graduate music education program and determine how a community of peer interactions functions as a resource to prepare music teacher educators. Results of this study showed that peer interactions between two participants and other…

Pedagogy and Academic Success in Prelicensure Nursing Education.

PubMed

Murray, Teri A

2016-01-01

The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

Reading Fluency through Alternative Text: Rereading with an Interact Sing-to-Read Program Embedded within a Middle School Music Classroom

ERIC Educational Resources Information Center

Biggs, Marie C.; Watkins, Nancy A.

2008-01-01

Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative technological approach to reading. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006)…

Rehearsing for real life: the impact of the InterACT Sexual Assault Prevention Program on self-reported likelihood of engaging in bystander interventions.

PubMed

Ahrens, Courtney E; Rich, Marc D; Ullman, Jodie B

2011-06-01

The interACT Sexual Assault Prevention Program is an interactive, skill-building performance based on the pedagogy of Augusto Boal's Theatre of the Oppressed. A longitudinal evaluation of this program compared pretest, posttest, and 3-month follow-up data from 509 university student participants. Results suggested that the interACT performance was successful in increasing participants' beliefs about the effectiveness of bystander interventions and the self-rated likelihood that participants would engage in bystander interventions in the future. Differences in both overall ratings and rates of change were noted. Implications of these results for research and practice are discussed.

Evaluation of a School-Based Train-the-Trainer Intervention Program to Teach First Aid and Risk Reduction among High School Students

ERIC Educational Resources Information Center

Carruth, Ann K.; Pryor, Susan; Cormier, Cathy; Bateman, Aaron; Matzke, Brenda; Gilmore, Karen

2010-01-01

Background: Farming is a hazardous occupation posing health risks from agricultural exposures for the farm owner and family members. First Aid for Rural Medical Emergencies (F.A.R.M.E.) was developed to support a train-the-trainer (TTT) program to prepare high school students to teach first aid skills and risk reduction through peer interaction.…

Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School. Topics in Immigrant Education 4. Language in Education: Theory and Practice 94.

ERIC Educational Resources Information Center

Walqui, Aida

This book describes the characteristics of secondary schools in the United States that make it difficult for immigrant students to succeed. These include the following: fragmented school days and instructional programs in which English-as-a-Second-Language and content area teachers work in separate departments and rarely interact; the complex…

[The development of educational CD-program for obesity prevention and management for primary school students].

PubMed

Kim, Yi-Soon; Ju, Hyeon-Ok; Song, Mi-Gyoung; Shin, Yoo-Sun

2003-02-01

The study is designed to develop an educational CD-Program for prevention and control of obesity among primary school students. The study is conducted from June 15, 2000 to April 15, 2002. Based on the course of program development suggested by Dick and Cray (1990), the study followed the planning, development, education and evaluation of a program. The developed CD-Program consists 2 parts each for lower and higher grades of primary school students. The introduction part of the first trial for lower grade students uses quiz to encourage their motivations, the body proceeds with motion pictures and animations to trigger their interests. The introduction part of the second trial for the lower grades consists of remembering the exhibition lecture. The first trial for higher grades of primary school students builds on the contents of the low grades. Its body part, how to determine obesity and calculate ones own obesity, puts ones own weight and height in by the mouse. For the second trial of the higher grades, the body consists of life-style, diet, and regiments. The merits of this CD-Program are that to be possible an interaction between teachers and students.

Senior physiotherapy students as standardised patients for junior students enhances self-efficacy and satisfaction in both junior and senior students

PubMed Central

2014-01-01

Background Standardised patients are used in medical education to expose students to clinical contexts and facilitate transition to clinical practice, and this approach is gaining momentum in physiotherapy programs. Expense and availability of trained standardised patients are factors limiting widespread adoption, and accessing clinical visits with real patients can be challenging. This study addressed these issues by engaging senior students as standardised patients for junior students. It evaluated how this approach impacted self-reported constructs of both the junior and senior students. Methods Learning activities for undergraduate physiotherapy students were developed in five courses (Neurology, Cardiorespiratory and three Musculoskeletal courses) so that junior students (Year 2 and 3) could develop skills and confidence in patient interview, physical examination and patient management through their interaction with standardised patients played by senior students (Year 4). Surveys were administered before and after the interactions to record junior students’ self-reported confidence, communication, preparedness for clinic, and insight into their abilities; and senior students’ confidence and insight into what it is like to be a patient. Satisfaction regarding this learning approach was surveyed in both the junior and senior students. Results A total of 253 students completed the surveys (mean 92.5% response rate). Across all courses, junior students reported a significant (all P < 0.037) improvement following the standardised patient interaction in their: preparedness for clinic, communication with clients, confidence with practical skills, and understanding of their strengths and weaknesses in relation to the learning activities. Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P < 0.001). All students reported high satisfaction with this learning experience (mean score 8.5/10). Conclusion This new approach to peer-assisted learning using senior students as standardised patients resulted in positive experiences for both junior and senior students across a variety of physiotherapy areas, activities, and stages within a physiotherapy program. These findings support the engagement of senior students as standardised patients to enhance learning within physiotherapy programs, and may have application across other disciplines to address challenges associated with accessing real patients via clinical visits or utilising actors as standardised patients. PMID:24885224

Dental, Dental Hygiene, and Graduate Students' and Faculty Perspectives on Dental Hygienists' Professional Role and the Potential Contribution of a Peer Teaching Program.

PubMed

McComas, Martha J; Inglehart, Marita R

2016-09-01

The changing role of dental hygienists deserves dental and dental hygiene educators' attention. The first aim of this survey study was to assess University of Michigan dental, dental hygiene, and graduate students' and faculty members' perceptions of dental hygienists' roles; their attitudes and behaviors related to clinical interactions between dental and dental hygiene students; and perceived benefits of engaging dental hygiene students as peer teachers for dental students. The second aim was to assess whether one group of dental students' experiences with dental hygiene student peer teaching affected their perceptions of the dental hygiene profession. Survey respondents were 57 dental hygiene students in all three years of the program (response rate 60% to 100%); 476 dental students in all four years (response rate 56% to 100%); 28 dental and dental hygiene graduate students (response rate 28%); and 67 dental and dental hygiene faculty members (response rate 56%). Compared to the other groups, dental students reported the lowest average number of services dental hygienists can provide (p≤0.001) and the lowest average number of patient groups for which dental hygienists can provide periodontal care (p<0.001). Dental students also had the least positive attitudes about clinical interactions between dental hygiene and dental students (p<0.001) and perceived the fewest benefits of dental hygiene student peer teaching (p<0.001) before experiencing peer teaching. After experiencing dental hygiene student peer teaching, the dental students' perceptions of dental hygienists' roles, attitudes about clinical interactions with dental hygienists, and perceived benefits of dental hygiene student peer teachers improved and were more positive than the responses of their peers with no peer teaching experiences. These results suggest that dental hygiene student peer teaching may improve dental students' perceptions of dental hygienists' roles and attitudes about intraprofessional care.

Underrepresented Racial/Ethnic Minority Graduate Students in Science, Technology, Engineering, and Math (STEM) Disciplines: A Cross Institutional Analysis of their Experiences

NASA Astrophysics Data System (ADS)

Figueroa, Tanya

Considering the importance of a diverse science, technology, engineering, and math (STEM) research workforce for our country's future, it is troubling that many underrepresented racial minority (URM) students start graduate STEM programs, but do not finish. However, some institutional contexts better position students for degree completion than others. The purpose of this study was to uncover the academic and social experiences, power dynamics, and programmatic/institutional structures URM students face within their graduate STEM programs that hinder or support degree progression. Using a critical socialization framework applied in a cross-comparative qualitative study, I focused on how issues of race, ethnicity, and underrepresentation within the educational contexts shape students' experiences. Data was collected from focus group interviews involving 53 URM graduate students pursuing STEM disciplines across three institution types -- a Predominately White Institution, a Hispanic-Serving Institution, and a Historically Black University. Results demonstrate that when students' relationships with faculty advisors were characterized by benign neglect, students felt lost, wasted time and energy making avoidable mistakes, had less positive views of their experiences, and had more difficulty progressing through classes or research, which could cause them to delay time to degree completion or to leave with a master's degree. Conversely, faculty empowered students when they helped them navigate difficult processes/milestones with regular check-ins, but also allowed students room to make decisions and solve problems independently. Further, faculty set the tone for the overall interactional culture and helping behavior in the classroom and lab contexts; where faculty modeled collaboration and concern for students, peers were likely to do the same. International peers sometimes excluded domestic students both socially and academically, which had a negative affect on intergroup dynamics and limited the opportunities for learning among URM students. Interestingly, students describe peer dynamics that occasionally suggest racial undertones in interactions; however, many students were unaware of implications on their training experiences or were simply uncomfortable naming racism. Prevailing racial stereotypes even impacted students trained in welcoming and culturally respectful programs. The study expands studies on URM graduate students, socialization theory, and formal and informal structures in programs that can assure success in graduate school.

Training mildly handicapped peers to facilitate changes in the social interaction skills of autistic children.

PubMed Central

Shafer, M S; Egel, A L; Neef, N A

1984-01-01

We evaluated the effects of a peer-training strategy, consisting of direct prompting and modeling, on the occurrence and duration of interactions between autistic students and nonautistic peer-trainers. Data were obtained in both training and generalization settings. The results of a multiple-baseline design across students demonstrated that:the direct prompting procedure produced immediate and substantial increases in the occurrences and durations of positive social interactions between the peer-trainers and autistic students; these increases were maintained across time at levels above baseline during subsequent free-play probes; these findings were judged by teachers to be socially valid; untrained peers increased their interactions with the autistic students in three of the four groups; generalization of behavior change across settings occurred only after specific programming; and interactions between untrained peers and peer-trainers decreased following training. Variables that may account for the results and the implications of these findings for peer-mediated interventions are discussed. PMID:6526767

A CAI (Computer-Assisted Instruction) Course on Constructing PLANIT lessons: Development, Content, and Evaluation

DTIC Science & Technology

1980-06-01

courseware package on how to program lessons for an automated system. Since PLANIT (Programming Language for Interactive Teaching) is the student/author...assisted instruction (CAI), how to program PLANIT lessons, and to evaluate the effectiveness of the package for select Army users. The resultant courseware

CAPSAS: Computer Assisted Program for the Selection of Appropriate Statistics.

ERIC Educational Resources Information Center

Shermis, Mark D.; Albert, Susan L.

A computer-assisted program has been developed for the selection of statistics or statistical techniques by both students and researchers. Based on Andrews, Klem, Davidson, O'Malley and Rodgers "A Guide for Selecting Statistical Techniques for Analyzing Social Science Data," this FORTRAN-compiled interactive computer program was…

Primary School Pupils' Attitudes toward Learning Programming through Visual Interactive Environments

ERIC Educational Resources Information Center

Asad, Khaled; Tibi, Moanis; Raiyn, Jamal

2016-01-01

New generations are using and playing with mobile and computer applications extensively. These applications are the outcomes of programming work that involves skills, such as computational and algorithmic thinking. Learning programming is not easy for students children. In recent years, academic institutions like the Massachusetts Institute of…

Integrating Facebook into a University Cohort to Enhance Student Sense of Belonging: A Pilot Program in Sport and Exercise Science

ERIC Educational Resources Information Center

McGuckin, Teneale Alyce; Sealey, Rebecca Maree

2013-01-01

University initiatives that enhance a students' sense of belonging may increase student retention and the overall student experience. Previous initiatives have largely focussed on face-to-face interactions however with the high usage of social networking, an online initiative may prove beneficial. The aim of this study was to establish a Facebook…

The content of goals in individual educational programs for students with complex communication needs.

PubMed

Klang, Nina; Rowland, Charity; Fried-Oken, Melanie; Steiner, Sandra; Granlund, Mats; Adolfsson, Margareta

2016-01-01

The aim of the study was to explore the contents of communication-related goals in individualized education programs (IEPs) for students with complex communication needs. Goals in 43 IEPs were linked to the International Classification of Functioning, Disability and Health, Children and Youth version (ICF-CY). The results show that the communication-related IEP goals contain information on multiple domains of functioning in the ICF-CY. However, judging by the amount of codes linked to ICF-CY chapters, the IEPs contain a relatively small proportion of goals that focus on interaction with others, or participation in classroom and leisure activities. Special education teachers and speech-language pathologists working with students with complex communication needs may need support to formulate communication-related IEP goals with a focus on interaction and participation in school activities.

Involving scientists in public and pre-college education at Princeton University

NASA Astrophysics Data System (ADS)

Steinberg, D. J.

2011-12-01

The Princeton Center for Complex Materials (PCCM) is a National Science Foundation (NSF) funded Materials Research Science and Engineering Center (MRSEC). As a MRSEC, it is part of the PCCM's mission to inspire and educate school children, teachers and the public about STEM and materials science. Research shows that it is critical to excite students at a young age and maintain that excitement, and without that these students are two to three times less likely to have any interest in science and engineering and pursue science careers as adults. We conduct over a dozen different education programs at Princeton University, in which scientists and engineers are directly involved with students, teachers and the public. As an ongoing MRSEC education and outreach program, we have developed many successful educational partnerships to increase our impact. The scientists and engineers who participate in our programs are leading experts in their research field and excellent communicators to their peers. They are not experts in precollege pedagogy or in communication to the public. Scientists often require some preparation in order to have the greatest chance of success. The amount and type of professional development required for these scientists to succeed in education programs depends on many factors. These include the age of the audience, the type of interaction, and the time involved. Also different researchers require different amount of help, advice, and training. Multiple education programs that involve Princeton University researchers will be discussed here. We will focus on what has worked best when preparing scientists and engineers for involvement in education programs. The Princeton University Materials Academy (PUMA) is a three week total immersion in science for minority high school students involving many faculty and their research groups. Our Making Stuff day reaches 100's of middle school students in which faculty interact directly with students and teachers at activity tables give auditorium presentations. Teacher development programs and holiday lectures will be highlighted as well.

Enhancing Advocacy Skills of Teacher Candidates

ERIC Educational Resources Information Center

Holmes, Melissa A.; Herrera, Socorro G.

2009-01-01

This case study explores the dynamics of enhancing the capacities of teacher candidates in the Bilingual/Bicultural Education Students Interacting to Obtain Success (BESITOS) recruitment and retention program to advocate for culturally and linguistically diverse (CLD) students. Herrera and Murry's advocacy framework provides the theoretical…

Physical Activity Intensity, Lesson Context, and Teacher Interactions During an Unstructured Afterschool Physical Activity Program.

PubMed

Behrens, Timothy K; Miller, Daniel J; Schuna, John M; Liebert, Mina L

2015-12-01

Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). In this cross-sectional analysis we sought to evaluate the relationships among participant PA, teacher interaction, and lesson context during an unstructured afterschool PA program. Participants were third-fifth grade students enrolled in the KIM program at the 5 participating elementary schools and were assessed utilizing accelerometers and direct observation with the System for Observing Fitness Instruction Time (SOFIT). Program participants wore the accelerometer 37.1 ± 5.4 min session(-1). Approximately half of the time was spent in light PA (LPA) and 15.7 ± 5.3 min session(-1) in moderate to vigorous PA (MVPA). Game play was positively associated with LPA and negatively associated with MVPA. When teachers did not promote PA with students there was a positive association with sedentary activity (SA) and a negative association with MVPA. Lesson context and teacher interactions may be important factors associated with PA intensity of afterschool PA programming. Future research should address whether structured PA curricula may improve quality of afterschool PA programming. © 2015, American School Health Association.

[Interactive computer-assisted learning program for diagnosis and therapy of recurrent laryngeal nerve paralysis].

PubMed

Stehle, A; Gross, M

1998-12-01

With the increasing capacity of personal computers more and more multimedia training programs are becoming available which make use of these possibilities. Computer-based presentation is usually interesting because it is visually attractive. However, the extent to which computer-based training programs correspond to international standards of quality of software ergonomics has never been the subject of systematic research. Another question is how much these programs motivate learning and what increase in knowledge can be achieved by using them. Using a multimedia interactive training program developed in our facility, 100 medical students were asked to evaluate the program after they had been using it for about one hour. In a questionnaire they first rated suitability for the task, self-descriptiveness, controllability, conformity with user expectation, error tolerance, suitability for individualization, and suitability for learning on a bipolar scale from "---" to "+3" (in numbers 1, worst result, to 7, best result). The median values achieved were rated between 6.0 and 6.2--software ergonomic criteria of the program ranged from good to very good. The second part was a subjective evaluation of the program's ability to deliver "medical knowledge which is relevant for the exam" (median = 6.0), "knowledge about systematic procedure in medicine" (median = 5.5), "knowledge about sensible use of diagnostic methods" (median = 6.0), "knowledge about clinical methods", and "experience with selective learning" (median = 6.0). This part was also rated good to very good. The third part of the questionnaire involved a pretest-posttest comparison. Two groups of students were asked how much benefit they had achieved by using the program. It was shown that the students were able to answer the exam questions significantly better than the control questions after they had used the program. This study confirms that the interactive computer-based training program is very well suited for providing knowledge in on appealing manner in an instructional setting.

Evaluation of an interprofessional education program for advanced practice nursing and dental students: The oral-systemic health connection.

PubMed

Nash, Whitney A; Hall, Lynne A; Lee Ridner, S; Hayden, Dedra; Mayfield, Theresa; Firriolo, John; Hupp, Wendy; Weathers, Chandra; Crawford, Timothy N

2018-07-01

In response to the growing body of evidence supporting the need for expanded interprofessional education among health professions, an interprofessional education program, based on the Interprofessional Education Collaborative Core Competencies, was piloted with nurse practitioner and dental students. The purpose of this pilot study was to evaluate a technology enhanced interprofessional education program focused on the oral-systemic health connection for nurse practitioner and dental students. A two-group comparative study using cross-sectional data and a quasi-experimental one-group pre-test/post-test design were used to evaluate students' knowledge of IPE core competencies, attitudes toward interprofessional education and interdisciplinary teamwork, and self-efficacy in functioning as a member of an interdisciplinary team. This program was implemented with master of science in nursing students pursuing a primary care nurse practitioner (NP) degree and dental students at a large urban academic health sciences center. Cohort 1 (N = 75) consisted of NP (n = 34) and dental students (n = 41) at the end of their degree program who participated in a one-time survey. Cohort 2 (N = 116) was comprised of second-year NP students (n = 22) and first-year dental students (n = 94) who participated in the IPE program. Students participated in a multi-faceted educational program consisting of technology- enhanced delivery as well as interactive exercises in the joint health assessment course. Data were collected prior to the initiation and at the conclusion of the program. Nurse practitioner and dental students who participated in the program had better self-efficacy in functioning as a member of an interdisciplinary team than graduating students who did not participate. Students from both nursing and dentistry who participated in the program had significantly improved self-efficacy in functioning in interprofessional teams from pre- to post-test. An interprofessional education program can be a valuable addition to the health professions curriculum of nurse practitioner and dental students. Care must be taken to address logistical issues when working with students in different academic programs. Copyright © 2018. Published by Elsevier Ltd.

Enhancing positive attitudes towards disability: evaluation of an integrated physiotherapy program.

PubMed

Morgan, Prue Elizabeth; Lo, Kristin

2013-02-01

This study explored whether attitudes towards disability in second year undergraduate physiotherapy students could be enhanced by an on-campus integrated curriculum program. A pre-post design was used. Year 2 (pre-clinical) students participated in a 12-week program focused on optimising attitudes towards people with acquired or developmental neurological disability. The Discomfort subscale of the Interaction with Disabled Persons scale, rated on a six-point Likert scale, was applied prior to and at completion of the 12-week program, and compared to year 4 students, just prior to graduation. Qualitative data from year 2 reflective narratives was also gathered. Forty-seven second year and 45 fourth year physiotherapy students participated. The difference in Discomfort subscale scores between weeks 1 and 12 of year 2 was statistically significant (p = 0.0016). The difference in Discomfort subscale scores between year 2 week 1 and year 4 students was also statistically significant (p = 0.040). There was no significant difference in attitudes between students at the end of year 2 and the end of year 4 (p = 0.703). Qualitative data supported the development of more positive attitudes towards neurological disability across the 12 week year 2 pre-clinical program. Student attitudes towards people with acquired and/or developmental neurological disabilities can be enhanced through an on campus integrated curriculum program.

Interactive Game for Teaching Laser Amplification Used at the National Ignition Facility

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

Lin, E

The purpose of this project was to create an interactive game to expose high school students to concepts in laser amplification by demonstrating the National Ignition Facility's main amplifier at Lawrence Livermore National Laboratory. To succeed, the game had to be able to communicate effectively the basic concepts of laser amplification as accurately as possible and to be capable of exposing as many students as possible. Since concepts need to be communicated in a way that students understand, the Science Content Standards for California Public Schools were used to make assumptions about high school students knowledge of light. Effectively communicatingmore » a new concept necessitates the omission on terminology and symbolism. Therefore, creating a powerful experience was ideal for communicating this material. Various methods of reinforcing this experience ranging from color choice to abstractions kept the student focused on the game to maximize concept retention. The program was created in Java to allow the creation of a Java Applet that can be embedded onto a webpage, which is a perfect medium for mass exposure. Because a game requires interaction, the game animations had to be easily manipulated to enable the program to respond to user input. Image sprites, as opposed to image folders, were used in these animations to minimize the number of Hypertext Transfer Protocol connections, and thus, significantly reduce the transfer time of necessary animation files. These image sprites were loaded and cropped into a list of animation frames. Since the caching of large transition animations caused the Java Virtual Machine to run out of memory, large animations were implemented as animated Graphics Interchange Format images since transitions require no interaction, and thus, no frame manipulation was needed. This reduced the animation's memory footprint. The first version of this game was completed during this project. Future work for the project could include the creation of focus groups to assess the effectiveness of communicating material through an interactive game. Numerical assessments programmed into the game could also be used to collect statistics that reflect difficulty or level of frustration that students experience.« less

Distance Learning in North Dakota: A Cross-Technology Study of the Schools, Administrators, Coordinators, Instructors, and Students. Two-Way Interactive Television, AudioGraphic Tele-Learning, [and] Instruction by Satellite.

ERIC Educational Resources Information Center

Hobbs, Vicki M.

In 1990 a comparative analysis was conducted of North Dakota student achievement across three forms of distance education: instruction by satellite, audiographic tele-learning, and two way interactive educational television. Based in part on the 1988 study of a German by Satellite program in Missouri and North Dakota, this study mailed…

Meeting the Needs of Chinese International Students: Is There Anything We Can Learn from Their Home System?

ERIC Educational Resources Information Center

Liu, Wei; Lin, Xiaobing

2016-01-01

Discussed in this article are the different governance models in international student services in Canadian and Chinese universities. Informing this study were 39 international student service providers from 38 top Chinese universities while interacting with their Canadian counterparts in a professional development program in Canada. The derived…

The Lived Experience of How Adult Nursing Students Blend Lifestyle Obligations with Nursing School Expectations

ERIC Educational Resources Information Center

Coutrier, Karen A.

2011-01-01

Many adult nursing students have lifestyle obligations that require integration with nursing school programs in order to graduate and fulfill their dreams of becoming a nurse. Fourteen participants shared their stories of how they were able to blend their lifestyles commitments with nursing school. Student interaction between lifestyle obligations…

Managing a Test Item Bank on a Microcomputer: Can It Help You and Your Students?

ERIC Educational Resources Information Center

Peterson, Julian A.; Meister, Lynn L.

1983-01-01

Describes a test item bank developed by the Association for Medical School Departments of Biochemistry (Texas). Programs (written in Pascal) allow self-evaluation by interactive student access to questions randomly selected from a chosen category. Potential users of the system (having student, manager, and instructor modes) are invited to contact…

Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction

ERIC Educational Resources Information Center

Laubenthal, Jennifer

2018-01-01

A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many…

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.

Visible Geology - Interactive online geologic block modelling

NASA Astrophysics Data System (ADS)

Cockett, R.

2012-12-01

Geology is a highly visual science, and many disciplines require spatial awareness and manipulation. For example, interpreting cross-sections, geologic maps, or plotting data on a stereonet all require various levels of spatial abilities. These skills are often not focused on in undergraduate geoscience curricula and many students struggle with spatial relations, manipulations, and penetrative abilities (e.g. Titus & Horsman, 2009). A newly developed program, Visible Geology, allows for students to be introduced to many geologic concepts and spatial skills in a virtual environment. Visible Geology is a web-based, three-dimensional environment where students can create and interrogate their own geologic block models. The program begins with a blank model, users then add geologic beds (with custom thickness and color) and can add geologic deformation events like tilting, folding, and faulting. Additionally, simple intrusive dikes can be modelled, as well as unconformities. Students can also explore the interaction of geology with topography by drawing elevation contours to produce their own topographic models. Students can not only spatially manipulate their model, but can create cross-sections and boreholes to practice their visual penetrative abilities. Visible Geology is easy to access and use, with no downloads required, so it can be incorporated into current, paper-based, lab activities. Sample learning activities are being developed that target introductory and structural geology curricula with learning objectives such as relative geologic history, fault characterization, apparent dip and thickness, interference folding, and stereonet interpretation. Visible Geology provides a richly interactive, and immersive environment for students to explore geologic concepts and practice their spatial skills.; Screenshot of Visible Geology showing folding and faulting interactions on a ridge topography.

DEEP: Discover, Explore, and Enjoy Physics & Engineering via High Impact Educational Experiences at Texas A&M and Beyond

NASA Astrophysics Data System (ADS)

Erukhimova, Tatiana; Fry, Edward

2014-03-01

We will present the first results of an innovative program at Texas A&M University that aims to enhance the learning and research experiences of undergraduate and graduate students through their participation in high-profile outreach activities: principally the Texas A&M Physics and Engineering Festival and the Physics Shows. The goals are to enhance students' knowledge of fundamental physics concepts through collaborative hands-on research and educational activities, to teach them effective communication skills and responsibility, and to enhance their opportunities for interactions with their peers and professors outside the classroom. The program activities include (i) students working side-by-side with their peers and professors on research, concept, design, and fabrication of physics demonstration experiments, (ii) presentation of these exhibits during the Festival and Shows in teams of several students and faculty members, (iii) assessment of students teamwork, and (iv) incorporation of new demonstrations in core curriculum classes. Texas A&M Physics and Engineering Festival is a major annual outreach event at TAMU attracting over 4000 visitors and featuring over 100 interactive exhibits, public lectures by prominent scientists, and various hands-on activities. This program is supported by Tier One Grant from Texas A&M University.

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…

Retaining Aspiring Scholars (retention, Students of Color)

NASA Astrophysics Data System (ADS)

Walters, Nancy Bannister

Tinto's retention model provided the theoretical framework for this research study of the academic and social integration of academically talented students of color into the graduate and professional science degree pipeline. The site for this study was the Life Sciences Summer Undergraduate Research Program of the University of Minnesota. This program recruits academically talented undergraduates from throughout the nation for participation in two months of research, academic study and orientation to science graduate and professional programs. The quantitative data source consisted of survey responses by 108 alumni of the Summer Undergraduate Research Program to the Institutional Integration Scale developed by Ernest Pascarella and Patrick Terenzini. The scale measures academic integration, social integration and institutional and goal commitment of students. The qualitative data source consisted of one-on-one interviews of 14 summer program alumni of Caucasian, Latino and African American background. The quantitative results were not significant, while the qualitative results demonstrated the importance to alumni interviewed of the challenging academic research work, personally confirming peer group socialization, and supportive student faculty interactions. The study showed the importance of programs like these for helping students of color plan upper level college study and graduate/professional school enrollment. Program characteristics that influenced decision making regarding school and career choices by study participants and specifically by students of color were involvement of faculty in recruiting and mentoring students; socialization to the graduate student role through peer group relations and student maturation and empowerment through participation in a high level academic program. Study findings indicated that supportive and empowering faculty contact was considered most important by students of color who continued on to graduate and professional programs.

Successful Tribal College Student Internship

NASA Astrophysics Data System (ADS)

Nall, J.

2003-12-01

The North Dakota Association of Tribal Colleges (NDATC) would like to host a student panel for the AGU community in order to convey the ingredients of a successful student internship program from the tribal student view. Tribal college students offer a unique perspective to the study and utilization of Earth systems science, and we would be prepared to help others in the community build successful interactions and recruitment strategies as they build their partnerships into Native America.

The National Astronomy Consortium Summer Student Research Program at NRAO-Socorro: Year 2 structure

NASA Astrophysics Data System (ADS)

Mills, Elisabeth A.; Sheth, Kartik; Giles, Faye; Perez, Laura M.; Arancibia, Demian; Burke-Spolaor, Sarah

2016-01-01

I will present a summary of the program structure used for the second year of hosting a summer student research cohort of the National Astronomy Consortium (NAC) at the National Radio Astronomy Observatory in Socorro, NM. The NAC is a program partnering physics and astronomy departments in majority and minority-serving institutions across the country. The primary aim of this program is to support traditionally underrepresented students interested in pursuing a career in STEM through a 9-10 week summer astronomy research project and a year of additional mentoring after they return to their home institution. I will describe the research, professional development, and inclusivity goals of the program, and show how these were used to create a weekly syllabus for the summer. I will also highlight several unique aspects of this program, including the recruitment of remote mentors for students to better balance the gender and racial diversity of available role models for the students, as well as the hosting of a contemporaneous series of visiting diversity speakers. Finally, I will discuss structures for continuing to engage, interact with, and mentor students in the academic year following the summer program. A goal of this work going forward is to be able to make instructional and organizational materials from this program available to other sites interested in joining the NAC or hosting similar programs at their own institution.

Developing Membership in the Education of Deaf and Hard-of-Hearing Students in Inclusive Settings.

PubMed

Antia, Shirin D; Stinson, Michael S; Gaustad, Martha Gonter

2002-01-01

This article discusses the importance of membership in the inclusive education of deaf/hard-of-hearing (D/HH) students. Membership refers to being an integral part of the classroom and school communities. Membership is a key philosophical concept in inclusion that may influence how classroom teachers and teachers of D/HH students share their expertise and how they work with students and each other. Membership can be contrasted with "visitorship." When programs treat D/HH students as visitors, these students face greater barriers to obtaining a quality education in classes with hearing students. A social constructivist perspective of learning and teaching that requires students in the classroom to interact with one another and the teacher may best promote learning and is consistent with a focus on membership. We suggest that inclusion is possible, but to sustain students as full members of their classes and school, programs must go beyond placement and communication access issues. To facilitate membership, inclusive programs must carefully address teacher attitudes, teacher roles and relationships, student knowledge and curriculum, structural barriers, extracurricular activities, community relationships, and parental support.

Wandering: A Web-Based Platform for the Creation of Location-Based Interactive Learning Objects

ERIC Educational Resources Information Center

Barak, Miri; Ziv, Shani

2013-01-01

Wandering is an innovative web-based platform that was designed to facilitate outdoor, authentic, and interactive learning via the creation of location-based interactive learning objects (LILOs). Wandering was integrated as part of a novel environmental education program among middle school students. This paper describes the Wandering platform's…

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience

PubMed Central

Deal, Alex L.; Erickson, Kristen J.; Bilsky, Edward J.; Hillman, Susan J.; Burman, Michael A.

2014-01-01

The University of New England’s Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students’ academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we’ve organized our themes in a “Grow-up, Grow-out” approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students’ skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we’re having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general. PMID:25565921

Benefits of off-campus education for students in the health sciences: a text-mining analysis.

PubMed

Nakagawa, Kazumasa; Asakawa, Yasuyoshi; Yamada, Keiko; Ushikubo, Mitsuko; Yoshida, Tohru; Yamaguchi, Haruyasu

2012-08-28

In Japan, few community-based approaches have been adopted in health-care professional education, and the appropriate content for such approaches has not been clarified. In establishing community-based education for health-care professionals, clarification of its learning effects is required. A community-based educational program was started in 2009 in the health sciences course at Gunma University, and one of the main elements in this program is conducting classes outside school. The purpose of this study was to investigate using text-analysis methods how the off-campus program affects students. In all, 116 self-assessment worksheets submitted by students after participating in the off-campus classes were decomposed into words. The extracted words were carefully selected from the perspective of contained meaning or content. With the selected terms, the relations to each word were analyzed by means of cluster analysis. Cluster analysis was used to select and divide 32 extracted words into four clusters: cluster 1-"actually/direct," "learn/watch/hear," "how," "experience/participation," "local residents," "atmosphere in community-based clinical care settings," "favorable," "communication/conversation," and "study"; cluster 2-"work of staff member" and "role"; cluster 3-"interaction/communication," "understanding," "feel," "significant/important/necessity," and "think"; and cluster 4-"community," "confusing," "enjoyable," "proactive," "knowledge," "academic knowledge," and "class." The students who participated in the program achieved different types of learning through the off-campus classes. They also had a positive impression of the community-based experience and interaction with the local residents, which is considered a favorable outcome. Off-campus programs could be a useful educational approach for students in health sciences.

Programs for attracting under-represented minority students to graduate school and research careers in computational science. Final report for period October 1, 1995 - September 30, 1997

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

Turner, James C. Jr.; Mason, Thomas; Guerrieri, Bruno

1997-10-01

Programs have been established at Florida A & M University to attract minority students to research careers in mathematics and computational science. The primary goal of the program was to increase the number of such students studying computational science via an interactive multimedia learning environment One mechanism used for meeting this goal was the development of educational modules. This academic year program established within the mathematics department at Florida A&M University, introduced students to computational science projects using high-performance computers. Additional activities were conducted during the summer, these included workshops, meetings, and lectures. Through the exposure provided by this programmore » to scientific ideas and research in computational science, it is likely that their successful applications of tools from this interdisciplinary field will be high.« less

Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

PubMed

Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

2015-07-01

Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

Effect of the SPARK Program on Physical Activity, Cardiorespiratory Endurance, and Motivation in Middle-School Students.

PubMed

Fu, You; Gao, Zan; Hannon, James C; Burns, Ryan D; Brusseau, Timothy A

2016-05-01

This study aimed to examine the effect of a 9-week SPARK program on physical activity (PA), cardiorespiratory endurance (Progressive Aerobic Cardiovascular Endurance Run; PACER), and motivation in middle-school students. 174 students attended baseline and posttests and change scores computed for each outcome. A MANOVA was employed to examine change score differences using follow-up ANOVA and Bonferroni post hoc tests. MANOVA yielded a significant interaction for Grade × Gender × Group (Wilks's Λ = 0.89, P < .001). ANOVA for PA revealed significant differences between SPARK grades 6 and 7 (Mean Δ = 8.11, P < .01) and Traditional grades 6 and 8 (Mean Δ = -6.96, P < .01). ANOVA also revealed greater PACER change for Traditional boys in grade 8 (P < .01) and SPARK girls in grade 8 (P < .01). There were significant interactions with perceived competence differences between SPARK grades 6 and 8 (Mean Δ = 0.38, P < .05), Enjoyment differences between SPARK grades 6 and 7 (Mean Δ = 0.67, P < .001), and SPARK grades 6 and 8 (Mean Δ = 0.81, P < .001). Following the intervention, SPARK displayed greater increases on PA and motivation measures in younger students compared with the Traditional program.

The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder.

PubMed

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

2007-01-01

This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play.

The Effects of Scripted Peer Tutoring and Programming Common Stimuli on Social Interactions of a Student with Autism Spectrum Disorder

PubMed Central

Petursdottir, Anna-Lind; McComas, Jennifer; McMaster, Kristen; Horner, Kathy

2007-01-01

This study examined the effects of scripted peer-tutoring reading activities, with and without programmed common play-related stimuli, on social interactions between a kindergartner with autism spectrum disorder and his typically developing peer-tutoring partners during free play. A withdrawal design with multiple baselines across peers showed no effects of peer tutoring on social interactions. A withdrawal design with 1 peer and continuing baselines across the other 2 peers showed that adding play-related common stimuli to the peer-tutoring activity increased social interactions during free play. PMID:17624077

Polymer-Based Nanocomposites: An Internship Program for Deaf and Hard of Hearing Students

NASA Astrophysics Data System (ADS)

Cebe, Peggy; Cherdack, Daniel; Seyhan Ince-Gunduz, B.; Guertin, Robert; Haas, Terry; Valluzzi, Regina

2007-03-01

We report on our summer internship program in Polymer-Based Nanocomposites, for deaf and hard of hearing undergraduates who engage in classroom and laboratory research work in polymer physics. The unique attributes of this program are its emphasis on: 1. Teamwork; 2. Performance of a start-to-finish research project; 3. Physics of materials approach; and 4. Diversity. Students of all disability levels have participated in this program, including students who neither hear nor voice. The classroom and laboratory components address the materials chemistry and physics of polymer-based nanocomposites, crystallization and melting of polymers, the interaction of X-rays and light with polymers, mechanical properties of polymers, and the connection between thermal processing, structure, and ultimate properties of polymers. A set of Best Practices is developed for accommodating deaf and hard of hearing students into the laboratory setting. The goal is to bring deaf and hard of hearing students into the larger scientific community as professionals, by providing positive scientific experiences at a formative time in their educational lives.

Vienna international summer school on experimental and clinical oncology for medical students: an Austrian cancer education project.

PubMed

Fromm-Haidenberger, Sabine; Pohl, Gudrun; Widder, Joachim; Kren, Gerhard; Fitzal, Florian; Bartsch, Rupert; de Vries, Jakob; Zielinski, Christoph; Pötter, Richard

2010-03-01

The "International Summer School on Experimental and Clinical Oncology for Medical Students" is organised at the Medical University of Vienna to teach a multidisciplinary approach to oncology to medical students in the final phase of their studies. The program includes biology, diagnosis, clinical and psycho-oncology. Lectures are given by medical, radiation and surgical oncologists. Teaching includes case reports, poster presentations and role-play. As part of the organising committee, Austrian students organise a social program. Since 1999, six courses have been held (147 students from 19 countries). Students recorded high satisfaction with organisation, scientific content and topic range. Case presentations, poster presentations and role-play were very useful. Early criticism that the program was too intense (long lectures and little interaction) has been answered. The summer school has a high degree of acceptance and is a very useful tool to teach medical students about oncology and approaching a cancer patient.

Predation.

ERIC Educational Resources Information Center

Spain, James D.; Soldan, Theodore

1983-01-01

Describes two computer simulations of the predator-prey interaction in which students explore theories and mathematical equations involved in this biological process. The programs (for Apple II), designed for college level ecology, may be used in lecture/demonstrations or as a basis for laboratory assignments. A list of student objectives is…

Music Instruction Goes Digital

ERIC Educational Resources Information Center

Demski, Jennifer

2011-01-01

Faced with meager enrollment in band, orchestra, and choir programs, schools are using digital technology to excite students about creating music on today's terms. This article discusses how music educators reinvent their profession by acknowledging and incorporating the way students interact with music today--digitally. Bill Evans, a music…

Tackling the nuclear manpower shortage: industry, educators must work together

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

Witzig, W.

1981-10-01

A 50% decline in graduate enrollment and an increase to 50% of foreign nationals among the nuclear engineering students since 1973 at Pennsylvania State University is typical of national trends, which have led to the closing of 13 undergraduate programs across the country. Penn State's proximity to Three Mile Island had less effect than its interactions with high schools and utilities in keeping the nuclear program as strong as it is. Penn State operates three separate career programs to interest high school students in a nuclear career. Institute of Nuclear Power Operations (INPO) educational assistance reflects industry interest, but moremore » scholarships are needed to broaden student awareness. (DCK)« less

Ready for the World: preparing nursing students for tomorrow.

PubMed

Callen, Bonnie L; Lee, Jan L

2009-01-01

In 2004, a 5-year plan of international and intercultural education was developed by the University of Tennessee, Knoxville (UTK) to help students become ready for the changing world in which they will live. This program is called "Ready for the World." The University of Tennessee College of Nursing in Knoxville has integrated many of the suggestions from this program into the undergraduate nursing curriculum to prepare students for the world by making the world their classroom. Intercultural learning includes both a solid base of knowledge obtained in the classroom and multiple experiences that involve cultural interaction. Experiences begin on UTK's diverse campus and expand to the surrounding city of Knoxville, including interactions with vulnerable populations such as the homeless or elderly persons, then to nearby Appalachian communities, and on to Central America. Many of these experiences are offered for credit in the Community Health Nursing or the Transcultural Nursing courses. The knowledge nursing students acquire and their varied experiences will help them gain cultural competence for their future nursing practice.

Virtual immunology: software for teaching basic immunology.

PubMed

Berçot, Filipe Faria; Fidalgo-Neto, Antônio Augusto; Lopes, Renato Matos; Faggioni, Thais; Alves, Luiz Anastácio

2013-01-01

As immunology continues to evolve, many educational methods have found difficulty in conveying the degree of complexity inherent in its basic principles. Today, the teaching-learning process in such areas has been improved with tools such as educational software. This article introduces "Virtual Immunology," a software program available free of charge in Portuguese and English, which can be used by teachers and students in physiology, immunology, and cellular biology classes. We discuss the development of the initial two modules: "Organs and Lymphoid Tissues" and "Inflammation" and the use of interactive activities to provide microscopic and macroscopic understanding in immunology. Students, both graduate and undergraduate, were questioned along with university level professors about the quality of the software and intuitiveness of use, facility of navigation, and aesthetic organization using a Likert scale. An overwhelmingly satisfactory result was obtained with both students and immunology teachers. Programs such as "Virtual Immunology" are offering more interactive, multimedia approaches to complex scientific principles that increase student motivation, interest, and comprehension. © 2013 by The International Union of Biochemistry and Molecular Biology.

Building Bridges to Diversity in Graduate Physics & Astronomy: The Fisk-Vanderbilt Masters-to-PhD Bridge Program

NASA Astrophysics Data System (ADS)

Stassun, Keivan G.

2006-12-01

We describe the Fisk-Vanderbilt Masters-to-PhD Bridge program as a successful model for effective partnerships with minority-serving institutions toward significantly broadening the participation of underrepresented groups in the physical sciences. The program couples targeted recruitment with active retention strategies, and is built upon a clearly defined structure that is flexible enough to address individual student needs while maintaining clearly communicated baseline standards for student performance. A key precept of the program’s philosophy is to eliminate passivity in student mentoring; students are deliberately groomed to successfully transition into the PhD program through active involvement in research experiences with future PhD advisers, coursework that demonstrates competency in core PhD subject areas, and frequent interactions with joint mentoring committees. This approach allows student progress and performance to be monitored and evaluated in a more holistic manner than usually afforded by limited metrics such as standardized tests. Since its inception in 2004, the program has attracted a total of 18 underrepresented students, with a retention rate of 90%. Recent research indicates that minority students are nearly twice as likely as non-minority students to seek a Masters degree en route to the PhD. In essence, the Bridge program described here builds upon this increasingly important pathway, with a dedicated mentoring process designed to ensure that the Masters-to-PhD transition is a successful one.

The Use of Patient Instructors to Teach Interviewing Skills.

ERIC Educational Resources Information Center

Gardner, Marie E.; And Others

1983-01-01

A program using patient instructors programmed with a history of hypertension, chronic pulmonary disease, or congestive heart failure to teach and evaluate pharmacy students' interviewing skills is described. Content areas included drug therapy, adverse reactions, drug interactions, etc. (Author/MSE)

[Computer-assisted multimedia interactive learning program "Primary Open-Angle Glaucoma"].

PubMed

Dick, V B; Zenz, H; Eisenmann, D; Tekaat, C J; Wagner, R; Jacobi, K W

1996-05-01

Advances in the area of information technology have opened up new possibilities for the use of interactive media in the training of medical students. Classical instructional technologies, such as video, slides, audio cassettes and computer programs with a textbook orientation, have been merged into one multimedia computer system. The medical profession has been increasingly integrating computer-based applications which can be used, for example, for record keeping within a medical practice. The goal of this development is to provide access to all modes of information storage and retrieval as well as documentation and training systems within a specific context. Since the beginning of the winter semester 1995, the Department of Ophthalmology in Giessen has used the learning program "Primary Open Angle Glaucoma" in student instruction. One factor that contributed to the implementation of this project was that actual training using patients within the clinic is difficult to conduct. Media-supported training that can provide a simulation of actual practice offers a suitable substitute. The learning program has been installed on Power PCs (Apple MacIntosh), which make up the technical foundation of our system. The program was developed using Hypercard software, which provides userfriendly graphical work environment. This controls the input and retrieval of data, direct editing of documents, immediate simulation, the creation of on-screen documents and the integration of slides that have been scanned in as well as QuickTime films. All of this can be accomplished without any special knowledge of programming language or operating systems on the part of the user. The glaucoma learning program is structured along the lines of anatomy, including an explanation of the circulation of the aqueous humor, pathology, clinical symptoms and findings, diagnosis and treatment. This structure along with the possibility for creating a list of personal files for the user with a collection of illustrations and text allows for quick access to learning content. The program is designed in such a way that working with and through it is done in a manner conducive to learning. Student response to the learning program as an accompaniment to instruction has been positive. Independent, supplemental student learning by means of an interactive learning program has raised the quality of study within the sciences. The use of a pedagogically sound multimedia program, that is oriented toward problem solving and based on actual cases offers students the opportunity to actively work ophthalmological material. An additional benefit is the development of competence in working with computer-support information systems, something that is playing an ever-increasing role within the medical profession.

Direct assessment as a measure of institutional effectiveness in a dental hygiene distance education program.

PubMed

Olmsted, Jodi L

2014-10-01

This ten-year, longitudinal examination of a dental hygiene distance education (DE) program considered student performance on standard benchmark assessments as direct measures of institutional effectiveness. The aim of the study was to determine if students face-to-face in a classroom with an instructor performed differently from their counterparts in a DE program, taking courses through the alternative delivery system of synchronous interactive television (ITV). This study used students' grade point averages and National Board Dental Hygiene Examination scores to assess the impact of ITV on student learning, filling a crucial gap in current evidence. The study's research population consisted of 189 students who graduated from one dental hygiene program between 1997 and 2006. One hundred percent of the institution's data files for these students were used: 117 students were face-to-face with the instructor, and seventy-two received instruction through the ITV system. The results showed that, from a year-by-year perspective, no statistically significant performance differences were apparent between the two student groups when t-tests were used for data analysis. The DE system examined was considered effective for delivering education if similar performance outcomes were the evaluation criteria used for assessment.

"What makes life good?" Developing a culturally grounded quality of life measure for Alaska Native college students.

PubMed

Sharma, Dinghy Kristine B; Lopez, Ellen D S; Mekiana, Deborah; Ctibor, Alaina; Church, Charlene

2013-01-01

Alaska Native (AN) college students experience higher attrition rates than their non-Native peers. Understanding the factors that contribute to quality of life ("what makes life good") for AN students will help inform supportive programs that are congruent with their culture and college life experiences. Co-develop a conceptual model and a measure of quality of life (QOL) that reflects the experiences of AN college students. Six focus groups were conducted with 26 AN college students. Within a community-academic partnership, interactive data collection activities, co-analysis workgroup sessions and an interactive findings forum ensured a participant-driven research process. Students identified and operationally defined eight QOL domains (values, culture and traditions, spirituality, relationships, basic needs, health, learning and leisure). The metaphor of a tree visually illustrates how the domains values, culture and traditions and spirituality form the roots to the other domains that appear to branch out as students navigate the dual worldviews of Native and Western ways of living. The eight QOL domains and their items identified during focus groups were integrated into a visual model and an objective QOL measure. The hope is to provide a useful tool for developing and evaluating university-based programs and services aimed toward promoting a positive QOL and academic success for AN students.

Evaluation of social interaction, task management, and trust among dental hygiene students in a collaborative learning environment.

PubMed

Saylor, Catherine D; Keselyak, Nancy T; Simmer-Beck, Melanie; Tira, Daniel

2011-02-01

The purpose of this study was to evaluate the impact of collaborative learning on the development of social interaction, task management, and trust in dental hygiene students. These three traits were assessed with the Teamwork Assessment Scale in two different learning environments (traditional lecture/lab and collaborative learning environment). A convenience sample of fifty-six entry-level dental hygiene students taking an introductory/preclinic course at two metropolitan area dental hygiene programs provided comparable experimental and control groups. Factor scores were computed for the three traits, and comparisons were conducted using the Ryan-Einot-Gabriel-Welsh multiple comparison procedure among specific cell comparisons generated from a two-factor repeated measures ANOVA. The results indicate that the collaborative learning environment influenced dental hygiene students positively regarding the traits of social interaction, task management, and trust. However, comparing dental hygiene students to undergraduate students overall indicates that dental hygiene students already possess somewhat higher levels of these traits. Future studies on active learning strategies should examine factors such as student achievement and explore other possible active learning methodologies.

Time to Completion of Web-Based Physics Problems with Tutoring

PubMed Central

Warnakulasooriya, Rasil; Palazzo, David J; Pritchard, David E

2007-01-01

We studied students performing a complex learning task, that of solving multipart physics problems with interactive tutoring on the web. We extracted the rate of completion and fraction completed as a function of time on task by retrospectively analyzing the log of student–tutor interactions. There was a spontaneous division of students into three groups, the central (and largest) group (about 65% of the students) being those who solved the problem in real time after multiple interactions with the tutorial program (primarily receiving feedback to submitted wrong answers and requesting hints). This group displayed a sigmoidal fraction-completed curve as a function of logarithmic time. The sigmoidal shape is qualitatively flatter for problems that do not include hints and wrong-answer responses. We argue that the group of students who respond quickly (about 10% of the students) is obtaining the answer from some outside source. The third group (about 25% of the students) represents those who interrupt their solution, presumably to work offline or to obtain outside help. PMID:17725054

Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program.

PubMed

Bates, Lucy S W; Warman, Sheena; Pither, Zoe; Baillie, Sarah

Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

Developing an Instrument to Examine Student-Faculty Interaction in Faculty-in-Residence Programs

ERIC Educational Resources Information Center

Sriram, Rishi; McLevain, Melissa

2016-01-01

Faculty-in-residence programs are a distinct feature of residential colleges (Ryan, 2001), but more recently, institutions of higher education have created more opportunities for faculty to reside in various types of living-learning programs, including theme housing and first-year experience communities. Within the context of this study,…

Who Am I? Self-Exploration Series 1. Courseware Evaluation for Vocational and Technical Education.

ERIC Educational Resources Information Center

Miller, Sandra; And Others

This courseware evaluation rates the Who Am I? program developed by Instructional Enterprises. (This program--not contained in this document--is an interactive guidance course including four inventories students use to learn more about themselves.) Part A describes the program in terms of subject area (personal development) and hardware…

Content Analysis Schedule for Bilingual Education Programs: Albuquerque Public School Bicultural-Bilingual Program.

ERIC Educational Resources Information Center

Hess, Richard T.; And Others

This content analysis schedule for the Albuquerque (New Mexico) Public School Bicultural-Bilingual Program presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and…

Development and implementation of FRESH--a post-secondary nutrition education program incorporating population strategies, experiential learning and intersectoral partnerships.

PubMed

Matthews, June I; Zok, Anne V; Quenneville, Emily P M; Dworatzek, Paula D N

2014-07-11

The FRESH (Food Resources and Education for Student Health) peer nutrition education program engages undergraduate and graduate students in experiential learning to improve the campus food and nutrition environment and promote healthy behaviours among university students. University students in general, and graduate and undergraduate food and nutrition students as program designers and peer educators, respectively. Large university campus in southwestern Ontario. A peer nutrition education program, utilizing multiple population strategies and intersectoral partnerships, was created by and for university students with faculty and food service personnel as mentors. The population health strategies employed were building awareness and program branding; developing personal skills through peer nutrition education and hands-on cooking demonstrations; and creating supportive environments through incentive programs for fruit and dairy as well as point-of-purchase menu labelling. The program has reached students, staff and faculty through over 60 interactive FRESH displays and education sessions. Website and social media have also had a significant reach with over 4,000 website visits and 277 Facebook "likes". FRESH has also improved the food environment for over 5,000 students in residence, e.g., 1,931 FRESH Fruit/Dairy Cards have been returned for free fruit/milk cartons. Graduate students in Foods and Nutrition continue to participate every year (cumulative n=60) in ongoing program development. Peer educators have developed enhanced leadership, public speaking and group facilitation skills, and the ability to creatively apply what they have learned in the classroom to new contexts. Increased nutrition knowledge and an improved food environment could, over the long term, support improved university student health.

An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles

PubMed Central

Slattery, Mary Jo; Logan, Bridget; Mudge, Bridget; Secore, Karen; Von Reyn, LInda J.; Maue, Robert A.

2016-01-01

It is important for nurses today and for those joining the workforce in the future to have familiarity and training with respect to interprofessional research, evidence-based practice, and quality improvement. In an effort to address this need, we describe a 10-week summer research program that immerses undergraduate nursing students in a broad spectrum of clinical and translational research projects as part of their exposure to advanced nursing roles. In doing so, the program increases the ability of the students to participate in research, effectively interact with academic medical center researchers, and incorporate elements of evidence-based practice into future nursing interventions. Their mentors are nurses practicing in roles as nurse researcher, advanced practice nurses involved in evidence-based practice or quality improvement, and clinical trials research nurses. Each student is matched with 3 of these mentors and involved in 3 different projects. Through this exposure, the students benefit from observing multiple nursing roles, taking an active role in research-related activities participating in interdisciplinary learning experiences. Overall, the program provides benefits to the students, who demonstrate measured improvement with respect to the program objectives, and to their mentors and each of the participating organizations. PMID:27964811

Interactive spaced-education to teach the physical examination: a randomized controlled trial.

PubMed

Kerfoot, B Price; Armstrong, Elizabeth G; O'Sullivan, Patricia N

2008-07-01

Several studies have documented that physical examination knowledge and skills are limited among medical trainees. The objective of the study is to investigate the efficacy and acceptability of a novel online educational methodology termed 'interactive spaced-education' (ISE) as a method to teach the physical examination. The design of the study is randomized controlled trial. All 170 second-year students in the physical examination course at Harvard Medical School were eligible to enroll. Spaced-education items (questions and explanations) were developed on core physical examination topics and were content-validated by two experts. Based on pilot-test data, 36 items were selected for inclusion. Students were randomized to start the 18-week program in November 2006 or 12 weeks later. Students were sent 6 spaced-education e-mails each week for 6 weeks (cycle 1) which were then repeated in two subsequent 6-week cycles (cycles 2 and 3). Students submitted answers to the questions online and received immediate feedback. An online end-of-program survey was administered. One-hundred twenty students enrolled in the trial. Cycles 1, 2, and 3 were completed by 88%, 76%, and 71% of students, respectively. Under an intent-to-treat analysis, cycle 3 scores for cohort A students [mean 74.0 (SD 13.5)] were significantly higher than cycle 1 scores for cohort B students [controls; mean 59.0 (SD 10.5); P < .001], corresponding to a Cohen's effect size of 1.43. Eighty-five percent of participants (102 of 120) recommended the ISE program for students the following year. ISE can generate significant improvements in knowledge of the physical examination and is very well-accepted by students.

Freedom from Social Isolation for Young Students with Disabilities

ERIC Educational Resources Information Center

Rodriguez, Diane; Smith-Canter, Lora Lee; Voytecki, Karen S.

2007-01-01

Currently, students in early childhood special education programs experience social isolation. To ameliorate the inappropriate behaviors that often contribute to this isolation, it is imperative that educators begin to include instruction in appropriate social interaction in the general education early childhood curriculum for children with…

Designing an eMap to Teach Multimedia Applications Online

ERIC Educational Resources Information Center

Ruffini, Michael F.

2004-01-01

Teachers and students use multimedia software to create interactive presentations and content projects. Popular multimedia programs include: Microsoft's PowerPoint[R], Knowledge Adventure's HyperStudio[R], and Macromedia's Director MX 2004[R]. Creating multimedia projects engage students in active learning and thinking as they complete projects…

Individualised Qualitative Evaluation.

ERIC Educational Resources Information Center

O'Sullivan, Denis

1987-01-01

The author discusses student evaluation in relation to adult and continuing education programs offered by the Department of Adult Education, University College, Cork. He highlights the need for a more individualized and interactive approach to evaluation, allowing the student to benefit from qualitative feedback in the process of being evaluated.…

Interactive Methods Used in Graduate Programs

ERIC Educational Resources Information Center

Chichernea, Virgil

2007-01-01

Any professional act will lead to a significant change. How can one make students understand "managing change" as a consequence or as an intended objective? "DECISION IN CASCADE" -- is a Management Computational Game for the Education of University Master Students and Junior Executive -- simulates five economic functions: research and…

The Influence of Interactive Technology on Student Performance in an Oklahoma Secondary Biology I Program

ERIC Educational Resources Information Center

Feltman, Vallery

2013-01-01

Over the last decade growth in technologies available to teach students and enhance curriculum has become an important consideration in the educational system. The profile of today's secondary students have also been found to be quite different than those of the past. Their learning styles and preferences are issues that should be addressed by…

Guiding Students to the Right Questions: Adaptive Navigation Support in an E-Learning System for Java Programming

ERIC Educational Resources Information Center

Hsiao, I.-H.; Sosnovsky, S.; Brusilovsky, P.

2010-01-01

Rapid growth of the volume of interactive questions available to the students of modern E-Learning courses placed the problem of personalized guidance on the agenda of E-Learning researchers. Without proper guidance, students frequently select too simple or too complicated problems and ended either bored or discouraged. This paper explores a…

Perceptions of Climate and Student-Faculty Interactions amongst African American Persisters in a Business Program at a Predominantly-White Institution

ERIC Educational Resources Information Center

Allen, Monica E.

2017-01-01

While representation of African American students in freshmen enrollment has improved, degree attainment of African Americans and other minority groups continue to lag behind the White and Asian American populations. Compounding the issue of lower attainment is the issue of degree major. African American students are highly concentrated in…

Using Haptic and Auditory Interaction Tools to Engage Students with Visual Impairments in Robot Programming Activities

ERIC Educational Resources Information Center

Howard, A. M.; Park, Chung Hyuk; Remy, S.

2012-01-01

The robotics field represents the integration of multiple facets of computer science and engineering. Robotics-based activities have been shown to encourage K-12 students to consider careers in computing and have even been adopted as part of core computer-science curriculum at a number of universities. Unfortunately, for students with visual…

High School Transition the "Link" to Success? The Effects of Participation in a Link Crew Transition Program

ERIC Educational Resources Information Center

Lifsey, John Eric

2010-01-01

The transition from middle school to high school is a difficult time for many students. Students struggle in three areas: academics, social interaction, and school procedures. Statistics show that many students fall behind academically and are not promoted to the 10 th grade. Research also indicates schools who implement a well thought out…

The Influence of Teacher Perceived Administration of Self-Regulated Learning on Students' Motivation and Information-Processing

ERIC Educational Resources Information Center

Rozendaal, J.S.; Minnaert, A.; Boekaerts, M.

2005-01-01

This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS^(R)): a large-scale innovation program in Dutch vocational schools. A total of 185 students were grouped post…

Comments from the Classroom: A Case Study of a Generation-1.5 Student in a University IEP and beyond

ERIC Educational Resources Information Center

Vasquez, Camilla

2007-01-01

This case study examines the patterns of participation of one US-educated refugee student in a university intensive English program (IEP). Specifically, I illustrate how the focal student used her advanced oral proficiency and prior experience with US educational norms and practices to engage in various interactional behaviours, such as shifting…

Teaching Assistants, Neuro-Linguistic Programming (NLP) and Special Educational Needs: "Reframing" the Learning Experience for Students with Mild SEN

ERIC Educational Resources Information Center

Kudliskis, Voldis

2014-01-01

This study examines how an understanding of two NLP concepts, the meta-model of language and the implementation of reframing, could be used to help teaching assistants enhance class-based interactions with students with mild SEN. Participants (students) completed a pre-intervention and a post-intervention "Beliefs About my Learning…

Where are the women? Campus climate and the degree aspirations of women in science, technology, engineering and mathematics programs

NASA Astrophysics Data System (ADS)

Schulz, Phyllis

Women remain underrepresented in science, technology, engineering, and mathematics (STEM) at all levels of higher education, which has become a concern in the competitive global marketplace. Using both quantitative and qualitative analysis, this dissertation sought to learn more about how the campus climate and self-concept influence the degree aspirations of female undergraduate students majoring in STEM programs. Using the Beginning Post-Secondary dataset, regression analyses showed that a student's initial degree aspirations, SAT scores, and interactions with faculty were all positively related to their degree aspirations three years later. Interviews with seven current STEM undergraduates confirmed the importance of interaction with faculty and suggested undergraduate research and classroom experiences also play a role in the degree aspirations of STEM students. Three of the seven students interviewed began their undergraduate educations as non-STEM majors, suggesting that the traditional STEM pipeline may no longer be the norm. These findings suggest that both future research and current practitioners should focus on undergraduate STEM classroom and research experiences. Additionally, the characteristics of students who switch into STEM majors should be explored so that we may continue to expand the number of students pursuing STEM degrees.

Simulation of a mycological KOH preparation--e-learning as a practical dermatologic exercise in an undergraduate medical curriculum.

PubMed

Bernhardt, Johannes; Hye, Florian; Thallinger, Sigrid; Bauer, Pamela; Ginter, Gabriele; Smolle, Josef

2009-07-01

Mycological KOH preparation is one of the most popular practical laboratory skills in dermatology. The study addresses the question whether an interactive simulation program enhances knowledge of students about this procedure. 166 students, 107 female and 59 male, participated. We separated our study in three phases: pretest, completing the simulation three times and post-test. In the pre- and post-test we recorded the number of correct steps of the mycological KOH preparation listed by the students. The full text feedback was explored by content analysis. In the pre-test the students listed an average of 3.1 +/- 2.2 correct steps, compared to 8.8 +/- 1.2 correct steps after completing the simulation (p < 0.001). Furthermore, the improvement was significant for each individual step. There were no significant differences between male and female students. In content analysis of the feedback, positive statements prevailed with 78.3%, compared to only 1.8% critical items. Our study shows that an interactive computer simulation program of mycological KOH preparation results in a significant learning effectiveness as far as recall of the correct procedural steps is concerned. Furthermore, subjective acceptance by students is high.

Process Evaluation of a School-Based Education Program about Organ Donation and Registration, and the Intention for Continuance

ERIC Educational Resources Information Center

Reubsaet, A.; Reinaerts, E. B. M.; Brug, J.; van Hooff, J. P.; van den Borne, H. W.

2004-01-01

This paper describes the process evaluation of an organ donation education program for high school students aged 15-18 years of which the effectiveness was established. The program consisted of three components: a video with group discussion, an interactive computer-tailored program and a registration training session. A cross-sectional survey was…

NASA LeRC/Akron University Graduate Cooperative Fellowship Program and Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

Fertis, D. G.; Simon, A. L.

1981-01-01

The requisite methodology to solve linear and nonlinear problems associated with the static and dynamic analysis of rotating machinery, their static and dynamic behavior, and the interaction between the rotating and nonrotating parts of an engine is developed. Linear and nonlinear structural engine problems are investigated by developing solution strategies and interactive computational methods whereby the man and computer can communicate directly in making analysis decisions. Representative examples include modifying structural models, changing material, parameters, selecting analysis options and coupling with interactive graphical display for pre- and postprocessing capability.

VISIONS At-Sea Telepresence (VAST): Educating in Real Time, Seafloor to Shore

NASA Astrophysics Data System (ADS)

Sautter, L. R.; Fundis, A. T.; Kelley, D. S.; Delaney, J. R.; McNichol, E.; Stoermer, M.; Glenn, S. M.

2012-12-01

The University of Washington (UW) has recently led the VISIONS 2011 and 2012 cruises aboard the R/V Thompson to Axial Seamount on the Juan de Fuca Ridge, part of the NSF Ocean Observatory Initiative. During each cruise the VISIONS At-Sea Telepresence, or VAST Program was piloted, consisting of several live 30-60 minute shipboard broadcasts highlighted by streaming live HD video from the ROV ROPOS documenting investigations of the seamount's hydrothermal vents and recent lava flows. Broadcasts also included short lectures and pre-taped documentaries and seafloor video narrated live by shipboard scientists and students. Pilot audiences at UW, the College of Charleston and Rutgers University included undergraduate marine geology, oceanography and education students, high school students, graduate students and teachers. Multiple public audiences were also recipients of VAST programming, and all broadcasts were viewable in standard definition to any web users. Question/answer interactivity via Twitter and Skype were promoted throughout the broadcasts. To supplement live broadcasts with additional content, a VAST Program website was created on UW's Interactive Oceans site, providing a wealth of hyperlinked online resources covering six program themes, as well as a college-level online laboratory exercise, "Characterizing Lava Flow Morphologies." The online resources are primarily suited to inform a high school and older audience, and thus serves to reach a vast audience. The VAST Program was very successful at engaging and educating both formal and informal audiences. Preliminary VAST results documented by user surveys will be presented.

ITMO Photonics: center of excellence

NASA Astrophysics Data System (ADS)

Voznesenskaya, Anna; Bougrov, Vladislav; Kozlov, Sergey; Vasilev, Vladimir

2016-09-01

ITMO University, the leading Russian center in photonics research and education, has the mission to train highlyqualified competitive professionals able to act in conditions of fast-changing world. This paradigm is implemented through creation of a strategic academic unit ITMO Photonics, the center of excellence concentrating organizational, scientific, educational, financial, laboratory and human resources. This Center has the following features: dissemination of breakthrough scientific results in photonics such as advanced photonic materials, ultrafast optical and quantum information, laser physics, engineering and technologies, into undergraduate and graduate educational programs through including special modules into the curricula and considerable student's research and internships; transformation of the educational process in accordance with the best international educational practices, presence in the global education market in the form of joint educational programs with leading universities, i.e. those being included in the network programs of international scientific cooperation, and international accreditation of educational programs; development of mechanisms for the commercialization of innovative products - results of scientific research; securing financial sustainability of research in the field of photonics of informationcommunication systems via funding increase and the diversification of funding sources. Along with focusing on the research promotion, the Center is involved in science popularization through such projects as career guidance for high school students; interaction between student's chapters of international optical societies; invited lectures of World-famous experts in photonics; short educational programs in optics, photonics and light engineering for international students; contests, Olympics and grants for talented young researchers; social events; interactive demonstrations.

Java: A New Brew for Educators, Administrators and Students.

ERIC Educational Resources Information Center

Gordon, Barbara

1996-01-01

Java is an object-oriented programming language developed by Sun Microsystems; its benefits include platform independence, security, and interactivity. Within the college community, Java is being used in programming courses, collaborative technology research projects, computer graphics instruction, and distance education. (AEF)

Effects of summer internship and follow-up distance mentoring programs on middle and high school student perceptions and interest in health careers.

PubMed

Fernandez-Repollet, Emma; Locatis, Craig; De Jesus-Monge, Wilfredo E; Maisiak, Richard; Liu, Wei-Li

2018-05-02

Minorities are underrepresented in health professions and efforts to recruit minority students into health careers are considered a way to reduce health disparities. There is little research about the effectiveness of these programs, other than satisfaction. This study aimed to measure program effects on student understanding of and interest in health careers. Students took a career interest inventory, completed a scale measuring their self-reported understanding and interest in health careers, and wrote essays about health careers before and after completing a 1 week on campus internship on health careers and after a 9 month follow up distance mentoring program where they continued to interact with university faculty by videoconference about career options. Changes in inventory, scale, and essay scores were analyzed for changes over time using Wilcoxon and Mann-Whitney tests. Inventory scores were unchanged over time, but scale and essay scores trended upward significantly post internship and mentoring. Health career education and mentoring programs can positively affect student knowledge of health careers and their attitudes about them. The study's methods extend measures of program impact beyond satisfaction.

GeneLab for High Schools: Data Mining for the Next Generation

NASA Technical Reports Server (NTRS)

Blaber, Elizabeth A.; Ly, Diana; Sato, Kevin Y.; Taylor, Elizabeth

2016-01-01

Modern biological sciences have become increasingly based on molecular biology and high-throughput molecular techniques, such as genomics, transcriptomics, and proteomics. NASA Scientists and the NASA Space Biology Program have aimed to examine the fundamental building blocks of life (RNA, DNA and protein) in order to understand the response of living organisms to space and aid in fundamental research discoveries on Earth. In an effort to enable NASA funded science to be available to everyone, NASA has collected the data from omics studies and curated them in a data system called GeneLab. Whilst most college-level interns, academics and other scientists have had some interaction with omics data sets and analysis tools, high school students often have not. Therefore, the Space Biology Program is implementing a new Summer Program for high-school students that aims to inspire the next generation of scientists to learn about and get involved in space research using GeneLabs Data System. The program consists of three main components core learning modules, focused on developing students knowledge on the Space Biology Program and Space Biology research, Genelab and the data system, and previous research conducted on model organisms in space; networking and team work, enabling students to interact with guest lecturers from local universities and their fellow peers, and also enabling them to visit local universities and genomics centers around the Bay area; and finally an independent learning project, whereby students will be required to form small groups, analyze a dataset on the Genelab platform, generate a hypothesis and develop a research plan to test their hypothesis. This program will not only help inspire high-school students to become involved in space-based research but will also help them develop key critical thinking and bioinformatics skills required for most college degrees and furthermore, will enable them to establish networks with their peers and connections with university Professors that may help them achieve their educational goals.

Distance learning in toxicology: Australia's RMIT program

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

Ahokas, Jorma; Donohue, Diana; Rix, Colin

2005-09-01

RMIT University was the first to offer a comprehensive Masters of Toxicology in Australasia 19 years ago. In 2001 the program was transformed into two stages, leading to a Graduate Diploma and Master of Applied Science in Toxicology. Now, these programs are fully online and suitable for graduates living and working anywhere in the world. The modular distance-learning courses are specifically designed to equip students with essential skills for entering fields such as chemical and drug evaluation; risk assessment of chemicals in the workplace; environmental and food toxicology. RMIT's online course delivery system has made it possible to deliver themore » toxicology programs, both nationally and internationally. The learning material and interactive activities (tests and quizzes, discussion boards, chat sessions) use Blackboard and WebBoard, each with a different educational function. Students log in to a Learning Hub to access their courses. The Learning Hub enables students to extend their learning beyond the classroom to the home, workplace, library and any other location with Internet access. The teaching staff log in to the Learning Hub to maintain and administer the online programs and courses which they have developed and/or which they teach. The Learning Hub is also a communication tool for students and staff, providing access to email, a diary and announcements. The early experience of delivering a full toxicology program online is very positive. However this mode of teaching continues to present many interesting technical, educational and cultural challenges, including: the design and presentation of the material; copyright issues; internationalisation of content; interactive participation; and the assessment procedures.« less

Evaluating a prevention program for teenagers on sexual coercion: a differential effectiveness approach.

PubMed

Pacifici, C; Stoolmiller, M; Nelson, C

2001-06-01

The authors evaluated a coeducational program for teenagers on preventing sexual coercion in dating situations. Students examined individual and social attitudes underlying coercive sexual behavior and learned communication skills aimed at preventing or dealing with unwanted sexual advances. Instruction was enhanced by video and an interactive video "virtual date." Outcomes were assessed using sexual attitude scales with a sample of 458 high school students. Student health education classes were randomly assigned to either a treatment or a control condition. Findings, based on a latent variable model of differential effectiveness, showed that students in the treatment group with initial coercive attitude scores at or above the mean benefited significantly more than students with the same range of scores in the control group.

Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

PubMed

Suldo, Shannon M; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski, Jessica; Shaffer, Emily

2009-01-01

Navigating puberty while developing independent living skills may render adolescents particularly vulnerable to stress, which may ultimately contribute to mental health problems (Compas, Orosan, & Grant, 1993; Elgar, Arlett, & Groves, 2003). The academic transition to high school presents additional challenges as youth are required to interact with a new and larger peer group and manage greater academic expectations. For students enrolled in academically rigorous college preparatory programs, such as the International Baccalaureate (IB) program, the amount of stress perceived may be greater than typical (Suldo, Shaunessy, & Hardesty, 2008). This study investigated the environmental stressors and psychological adjustment of 162 students participating in the IB program and a comparison sample of 157 students in general education. Factor analysis indicated students experience 7 primary categories of stressors, which were examined in relation to students' adjustment specific to academic and psychological functioning. The primary source of stress experienced by IB students was related to academic requirements. In contrast, students in the general education program indicated higher levels of stressors associated with parent-child relations, academic struggles, conflict within family, and peer relations, as well as role transitions and societal problems. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. Applied implications stem from findings suggesting that students in college preparatory programs are more likely to (a) experience elevated stress related to academic demands as opposed to more typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.

Medical students' professional identity development from being actors in an objective structured teaching exercise.

PubMed

De Grasset, Jehanne; Audetat, Marie-Claude; Bajwa, Nadia; Jastrow, Nicole; Richard-Lepouriel, Hélène; Nendaz, Mathieu; Junod Perron, Noelle

2018-04-22

Medical students develop professional identity through structured activities and impromptu interactions in various settings. We explored if contributing to an Objective Structured Teaching Exercise (OSTE) influenced students' professional identity development. University clinical faculty members participated in a faculty development program on clinical supervision. Medical students who participated in OSTEs as simulated residents were interviewed in focus groups about what they learnt from the experience and how the experience influenced their vision of learning and teaching. Transcripts were analyzed using the Goldie's personality and social structure perspective model. Twenty-five medical students out of 32 students involved in OSTEs participated. On an institutional level, students developed a feeling of belonging to the institution. At an interactional level, students realized they could influence the teaching interaction by actively seeking or giving feedback. On the personal level, students realized that errors could become sources of learning and felt better prepared to receive faculty feedback. Taking part in OSTEs as a simulated resident has a positive impact on students' vision regarding the institution as a learning environment and their own role by actively seeking or giving feedback. OSTEs support their professional identity development regarding learning and teaching while sustaining faculty development.

Promoting Pre-college Science Education

NASA Astrophysics Data System (ADS)

Taylor, P. L.; Lee, R. L.

2000-10-01

The Fusion Education Program, with continued support from DOE, has strengthened its interactions with educators in promoting pre-college science education for students. Projects aggressively pursued this year include an on-site, college credited, laboratory-based 10-day educator workshop on plasma and fusion science; completion of `Starpower', a fusion power plant simulation on interactive CD; expansion of scientist visits to classrooms; broadened participation in an internet-based science olympiad; and enhancements to the tours of the DIII-D Facility. In the workshop, twelve teachers used bench top devices to explore basic plasma physics. Also included were radiation experiments, computer aided drafting, techniques to integrate fusion science and technology in the classroom, and visits to a University Physics lab and the San Diego Supercomputer Center. Our ``Scientist in a Classroom'' program reached more than 2200 students at 20 schools. Our `Starpower' CD allows a range of interactive learning from the effects of electric and magnetic fields on charged particles to operation of a Tokamak-based power plant. Continuing tours of the DIII-D facility were attended by more than 800 students this past year.

The Importance of Interaction in Web-Based Education: A Program-Level Case Study of Online MBA Courses

ERIC Educational Resources Information Center

Su, Bude; Bonk, Curtis J.; Magjuka, Richard J.; Liu, Xiaojing; Lee, Seung-hee

2005-01-01

Though interaction is often billed as a significant component of successful online learning, empirical evidence of its importance as well as practical guidance or specific interaction techniques continue to be lacking. In response, this study utilizes both quantitative and qualitative data to investigate how instructors and students perceive the…

Integrating HCI into IDT: Charting the Human Computer Interaction Competencies Necessary for Instructional Media Production Coursework

ERIC Educational Resources Information Center

Brown, Abbie; Sugar, William

2004-01-01

A report on the efforts made to describe the range of human-computer interaction skills necessary to complete a program of study in Instructional Design Technology. Educators responsible for instructional media production courses have not yet articulated which among the wide range of possible interactions students must master for instructional…

Five Years of the RoBOT "Rocks Beneath Our Toes" High School Outreach Program

NASA Astrophysics Data System (ADS)

Baxter, E. F.

2011-12-01

The "Rocks Beneath Our Toes" or RoBOT Program began in 2006 as part of an NSF CAREER award through the Geochemistry and Petrology Program. The educational outreach program engages Boston area high school students in a hands on study of rocks and minerals collected in their communities. The goal is to provide high school students a unique window into modern scientific methods of geochemistry and mineralogy and create a higher level of interest and awareness of geoscience amongst Massachusetts secondary school students who are less often exposed to earth science coursework. Beginning with a joint field trip to sampling sites identified by participants, high school students work with Boston University undergraduates enrolled in Mineralogy to analyze their samples in thin section. During the field trip, each BU undergraduate is paired with a high school student. The assignment of student pairings (started in year 2) dramatically increased student interactions and enjoyment. The program culminates with a visit by the high school group to tour BU's lab facilities and work with the undergraduates using the petrographic microscopes to explore their rock. At this visit, BU undergraduates present their semester's work in one-on-one powerpoint presentations from which discussion and microscope work follow. Thus far, >50 high school students, >40 undergraduates, and 7 high school educators were involved in the program. This included participants from three different suburban Boston area high schools and with students enrolled in the BU "Upward Bound" program: an existing program designed to enhance educational opportunities for Boston inner city high school students. Participant reviews indicate great success in achieving the program's goals. Notably, both BU undergraduates and high school students rated the opportunities for interaction with eachother among the best aspects of RoBOT. On a scale of 1 to 10, BU undergraduates rated the following four categories highest: powerpoint presentations to students (8.5); field trip (8.4); working together with microscopes (8.3); would you recommend RoBOT to others (8.2). The high school students rated the following four categories highest: RoBOT provided new geosciences experiences (9.3); working together with microscopes (9.0); tour of BU labs (8.7); powerpoint presentations by students (8.4). In addition, the PI was able to recruit top undergraduate students from Mineralogy and the RoBOT experience to join his research group where they could contribute to broader CAREER award research aims. Challenges and areas for improvement remain for the future of RoBOT. These include keeping participants engaged between the field trip and the BU visit, logistics of field trip scheduling especially with larger groups requiring more field sites and samples, and the ability to gain the interest and collaboration of secondary school educators to initiate the program in the first place. This has proven especially difficult for high schools that do not offer any earth science curriculum, indicating once again the uphill battle in perception that the geosciences face at the secondary school level.

An innovative, multidisciplinary educational program in interactive information storage and retrieval. Presentation visuals. M.S. Thesis Final Report, 1 Jul. 1985 - 31 Dec. 1987

NASA Technical Reports Server (NTRS)

Dominick, Wayne D. (Editor); Gallagher, Mary C.

1985-01-01

This Working Paper Series entry represents a collection of presentation visuals associated with the companion report entitled An Innovative, Multidisciplinary Educational Program in Interactive Information Storage and Retrieval, USL/DBMS NASA/RECON Working Paper Series report number DBMS.NASA/RECON-12. The project objectives are to develop a set of transportable, hands-on, data base management courses for science and engineering students to facilitate their utilization of information storage and retrieval programs.

An Interactive Artificial Cutting Plane Method for Bicriterion Integer Programming Problems

DTIC Science & Technology

1992-08-01

AUTHOR(S) Diane Breivik Allen, 1st Lt 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION REPORT NUMBER AFIT Student Attending...INTERACTIVE ARTIFICIAL CUTTING PLANE METHOD FOR BICRITERION INTEGER PROGRAMMING PROBLEMS By Diane Breivik Allen A Thesis Submitted to the Faculty of...ITfiSRA&1 DTIC TAB 0 Unannounced 0 Justirication By BY Diane Breivik Allen Distributlon/ Availability CQdes Avail and/or Dist Special Approved: DTI

Best Practices at the Lamont-Doherty Earth Observatory (LDEO) REU Site

NASA Astrophysics Data System (ADS)

Abbott, D. H.

2014-12-01

At the LDEO REU site, we take student health and safety very seriously. In 2014, we gave the students training on laboratory safety, fire safety, and a Title IX orientation covering discrimination and sexual harassment. We also compile emergency contact information for all the students and distribute it to students, mentors and the administration. Students choose a research project and mentors then pick the best student for their project. Because the mentors choose the student, they are more invested in the student. Students and mentors are encouraged to interact before the program starts, both through discussions and assigned background reading. During these discussions, research projects are often modified to better-fit students interests and skill levels. During the program, we facilitate student-mentor interaction by conducting three research-focusing sessions with small groups of students. Students give 20-minute long oral presentations on the progress of their research and answer questions about their project. Mentors prepare the students for these sessions, thereby increasing student knowledge about their research project. Mid-way through the summer, students write a 3-page proposal about their research as part of a special seminar on scientific writing. The students also participate in a final poster session that is attended by the LDEO community. We maximize student engagement by giving students a choice of research projects that are specifically selected for their suitability for and interest among undergraduates. The track record of mentors is also considered. Mentors must be in residence at LDEO during most of the intern program and arrange a suitable co-mentor during any absences. Mentors must be individuals who are able to encourage the students while giving them constructive input on the progress of their research project. We also encourage students to present their research results at a national scientific meeting. Students and mentors are given a schedule at the start of the summer that includes the abstract deadlines for major national meetings. When it is possible, we fund each student's attendance of a national meeting. Enthusiastic students who wish to attend a second meeting are given information on how to apply for funding to support attendance.

Implementing a Graduate Certificate Program in Cardiovascular Epidemiology: The Jackson Heart Study

PubMed Central

Campbell Jenkins, Brenda W.; Addison, Clifton; Wilson, Gregory; Young, Lavon; Fields, Regina; Woodberry, Clevette; Payton, Marinelle

2015-01-01

The Jackson Heart Study (JHS) is committed to providing opportunities for expanding the understanding of the epidemiology, diagnosis, prevention, and treatment of cardiovascular diseases. The JHS Graduate Training and Education Center (GTEC) has initiated the Daniel Hale Williams Scholar (DHWS) program where students are afforded the opportunity to interact with epidemiologists and other biomedical scientists to learn to identify, predict, and prevent cardiovascular disease using the Jackson Heart Study data. This study describes the structured programs developed by JHS GTEC seeking to alleviate the shortage of trained professionals in cardiovascular epidemiology by training graduate students while they complete their academic degrees. The DHWS program provides: (1) an enrichment curriculum; (2) a learning community; (3) quarterly seminars; and (4) a Summer Institute. Students attend enrichment activities comprising: (1) Applied Biostatistics; (2) Cardiovascular Disease Epidemiology; (3) Social Epidemiology; (4) Emerging Topics; and (5) Research Writing. Training focuses on developing proficiency in cardiovascular health knowledge. The DHWS program is a unique strategy for incorporating rigorous academic and career-focused training to graduate students and has enabled the acquisition of competencies needed to impact cardiovascular disease management programs. PMID:26703701

ICT media design for higher grade of elementary school mathematics learning using CS6 program

NASA Astrophysics Data System (ADS)

Zainil, M.; Prahmana, R. C. I.; Helsa, Y.; Hendri, S.

2017-12-01

Technological innovation contributes to the emerging of new possibilities to change the learning process. The development of technology could bring the higher quality of education through the integration of technology in the learning. The purpose of this research is to create an interactive multimedia using CS6 program for mathematics learning in higher grade of elementary school. It was a development research using ADDIE model which consists of analysis, design, and evaluation stages. It has successfully developed interactive multimedia in a form of learning CD used in the material of plane figures and solid figures. The prototype has been validated and then tested for the 4th grade of elementary schools. Two schools were involved and the students taught by utilizing the prototype, and then, in the end of learning, they are examined to determine the learning result. There were 72% of the students passed the examination as they classified at good and excellent categories. Finally, the use of CS6 program is promising to help the students learning plane and solid figure in mathematics learning.

The Effect of Interactive Instruction in the Astro 101 Classroom: Report on a National Study

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Prather, E. E.; Brissenden, G.; Consiglio, D.; Schlingman, W. M.; Gonzaga, V.; Collaboration of Astronomy Teaching Scholars CATS

2011-01-01

We have conducted a national research study designed to determine the effect of interactive learning strategies on students' conceptual learning in general education astronomy courses (Astro 101). Nearly 4000 students at 31 institutions, (4-year and 2-year) around the country participated in the study. Our results show dramatic improvement in student learning with increased use of interactive learning strategies independent of institution type or class size, and 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. This material is based upon work supported by the National Science Foundation under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program, and Award No. 0847170, a PAARE grant funding the California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Digital Learning Network Education Events of NASA's Extreme Environments Mission Operations

NASA Technical Reports Server (NTRS)

Paul, Heather; Guillory, Erika

2007-01-01

NASA's Digital Learning Network (DLN) reaches out to thousands of students each year through video conferencing and web casting. The DLN has created a series of live education videoconferences connecting NASA s Extreme Environment Missions Operations (NEEMO) team to students across the United States. The programs are also extended to students around the world live web casting. The primary focus of the events is the vision for space exploration. During the programs, NEEMO Crewmembers including NASA astronauts, engineers and scientists inform and inspire students about the importance of exploration and share the impact of the project as it correlates with plans to return to the moon and explore the planet Mars. These events highlight interactivity. Students talk live with the aquanauts in Aquarius, the National Oceanic and Atmospheric Administration s underwater laboratory. With this program, NASA continues the Agency s tradition of investing in the nation's education programs. It is directly tied to the Agency's major education goal of attracting and retaining students in science, technology, and engineering disciplines. Before connecting with the aquanauts, the students conduct experiments of their own designed to coincide with mission objectives. This paper describes the events that took place in September 2006.

Camp Invention Fosters Creativity.

ERIC Educational Resources Information Center

Landona, Nancy

2001-01-01

This article describes Camp Invention, a summer one-week day camp program for students in grades 2-6 that is designed to develop creativity in gifted students. The curriculum of the camp features hands-on, interactive activities in science, history, math, and the arts. Examples of activities undertaken in 2001 are provided. (Contains one…

The Impact of Virtual Reality Programs in Career and Technical Education

ERIC Educational Resources Information Center

Catterson, Anna J.

2013-01-01

Instructional technology has evolved from blackboards with chalk to in some cases three-dimensional virtual reality environments in which students are interacting and engaging with other students worldwide. The use of this new instructional methodology, known as "virtual reality," has experienced substantial growth in higher education…

Where's the C in STEM?

ERIC Educational Resources Information Center

Heldman, Bill

2010-01-01

With few exceptions, students interact with technology in one way or another every day. And yet, in most U.S. schools, the term "computer science" (CS) refers only to generic skills classes, such as keyboarding and computer applications. Even most Web programming classes usually teach students only how to use conventional graphical user…

A Dual Heritage: Art and Religious Tradition.

ERIC Educational Resources Information Center

Kealey, Catherine M.

1992-01-01

Outlines St. Thomas More Cathedral School's Christian Heritage Art Program, an interactive series for grades one to eight which introduces students to the masters while linking the historical background of Christianity to art history and applying Christian principles to artistic endeavors. Lists goals and describes student/teacher reactions. (LAM)

Students As Environmental Consultants Simulating Life Science Problems

ERIC Educational Resources Information Center

Roberts, Megan; Zydney, Janet Mannheimer

2004-01-01

This article describes a project in which eighth graders at East Side Middle School in New York City used an interactive multimedia program called "Pollution Solution" in a science unit on environmental pollution. Students assumed the role of environmental consultants working at fictional corporations which were being investigated for…

Teaching Techniques for the ESL Literacy Classroom. [Videotape.

ERIC Educational Resources Information Center

Gati, Sally

This 71-minute videotape presents a three-part program of classroom teaching techniques for teachers of English-as-a-Second-Language (ESL) literacy students. It shows students interacting with ESL literacy teachers, and focuses on: (1) essential teaching tools (chalkboard, easel, overhead projector, butcher paper, realia, pictures, flash cards,…

Web-Compatible Graphics Visualization Framework for Online Instruction and Assessment of Hardware Concepts

ERIC Educational Resources Information Center

Chandramouli, Magesh; Chittamuru, Siva-Teja

2016-01-01

This paper explains the design of a graphics-based virtual environment for instructing computer hardware concepts to students, especially those at the beginner level. Photorealistic visualizations and simulations are designed and programmed with interactive features allowing students to practice, explore, and test themselves on computer hardware…

Working Hand in Hand

ERIC Educational Resources Information Center

Portnoy, Sean

2008-01-01

In this article, the author talks about Urban Tech, a New York City-based organization that works with schools to teach students the life skills it believes are necessary for academic achievement and workforce readiness. Its Youth Leadership Academy program uses a variety of computer-based, interactive elements to educate students on such topics…

Application of Computer Graphics to Graphing in Algebra and Trigonometry. Final Report.

ERIC Educational Resources Information Center

Morris, J. Richard

This project was designed to improve the graphing competency of students in elementary algebra, intermediate algebra, and trigonometry courses at Virginia Commonwealth University. Computer graphics programs were designed using an Apple II Plus computer and implemented using Pascal. The software package is interactive and gives students control…

An Application of Computerized Instructional Television in Biology.

ERIC Educational Resources Information Center

Kendrick, Bryce

Computerized instructional television was used to teach undergraduate students about 100,000 or more extant fungi through an interactive, self testing, teaching program. Students did not find this sophisticated hardware an adequate substitute for the lecture experience and ultimately gave their professor a strong vote of confidence. (Author/JEG)

Teaching Popular Culture with a Computer-Assisted Instruction (CAI) Program.

ERIC Educational Resources Information Center

del Pozo, Ivania

The foreign language student must experience popular culture to fully comprehend the framework in which the foreign language functions. Traditional language learning, preoccupied with words, syntax, and pronunciation, has ignored this element, leaving students unprepared to interact with individuals in the target culture. Classroom activities to…

Evaluation of the Nature-Computer Camp: Summer 1993.

ERIC Educational Resources Information Center

Negero, Arega

The purpose of the Nature Computer Camp (NCC) is to provide sixth-graders in District of Columbia Public Schools an opportunity to explore and appreciate nature in its natural setting. The program also aspires to develop computer proficiency, enhance students' social and interpersonal skills, stimulate group interaction, and strengthen students'…

National Parks as Classrooms. Rural Roots

ERIC Educational Resources Information Center

Rural School and Community Trust, 2004

2004-01-01

The National Park System (NPS) offers a wealth of learning opportunities outside the classroom. The NPS is reaching out to educators nationwide to enrich student learning with the power of place, using public lands as classrooms where students can view historic artifacts and structures and interact with the natural world. Programs at …

Unseen Differences: Cultural Diversity among Hispanic and Latino Students

ERIC Educational Resources Information Center

Rodriguez, Claudia; Parrish, Jesse; Parks, Rodney

2017-01-01

To promote inclusion and creating a welcoming environment for an increasingly diverse population of undergraduate students, many institutions invest heavily in the development of programs and resources that celebrate diversity and encourage meaningful interactions. Noble though they may be, these efforts often fail to account for the truly…

Collaboration and Virtual Mentoring: Building Relationships between Pre-Service and In-Service Special Education Teachers.

ERIC Educational Resources Information Center

Seabrooks, Janice J.; Kenney, Stephanie; LaMontagne, Maggie

2000-01-01

Explored the impact of mentoring via the Internet within two special education teacher preparation programs in which graduate students mentored undergraduate students. Data from pre- and post-intervention surveys, Internet interactions, and video conferencing indicated that participants considered Internet mentoring a positive experience that…

After the Rain.

ERIC Educational Resources Information Center

Anderson, Genan T.

1999-01-01

Describes the interactions among 4-year olds engaged in outdoor play at a preschool, where overnight rains filled the center's sand area and students improvised activities in the wet sand. Notes how, during the discovery exercise, students worked together as teams. Concludes that the measure of quality in early childhood programs must not be…

Improving Age Appropriate Social Skills To Enhance Interpersonal Relationships.

ERIC Educational Resources Information Center

DuBois, Connie; Endsley, Ammie; West, Dianna

This paper describes a program designed to increase students' social skill development in order to improve positive peer interactions. The target population was elementary school students in one middle-to-upper class, rural community in central Illinois. Evidence for the existence of the problem of inappropriate social behaviors that interfere…

enVisionMATH. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"enVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated…

A meta-analytic review of school-based prevention for cannabis use.

PubMed

Porath-Waller, Amy J; Beasley, Erin; Beirness, Douglas J

2010-10-01

This investigation used meta-analytic techniques to evaluate the effectiveness of school-based prevention programming in reducing cannabis use among youth aged 12 to 19. It summarized the results from 15 studies published in peer-reviewed journals since 1999 and identified features that influenced program effectiveness. The results from the set of 15 studies indicated that these school-based programs had a positive impact on reducing students' cannabis use (d = 0.58, CI: 0.55, 0.62) compared to control conditions. Findings revealed that programs incorporating elements of several prevention models were significantly more effective than were those based on only a social influence model. Programs that were longer in duration (≥15 sessions) and facilitated by individuals other than teachers in an interactive manner also yielded stronger effects. The results also suggested that programs targeting high school students were more effective than were those aimed at middle-school students. Implications for school-based prevention programming are discussed.

Professionalism in Physician Assistant, Physical Therapist, Occupational Therapist, Clinical Psychology, and Biomedical Sciences Students.

PubMed

Noronha, Sandhya; Anderson, Deborah; Lee, Michelle M; Krumdick, Nathaniel D; Irwin, Kent E; Burton-Hess, Judith; Ciancio, Mae; Wallingford, Minetta; Workman, Gloria M

2016-01-01

Interprofessional collaboration for healthcare requires a better understanding of the commonalities and differences in student perceptions of professionalism. 217 students in five programs (PA 71, PT 46, OT 29, CP 12, and BMS 59) completed a 22-item survey (response rate 79.5%). A Likert scale grading from 1 (hardly ever) to 5 (always) was used to assess professional attitudes and behaviors. A mixed-model MANOVA, supplemented with post-hoc analyses, showed significant group by time interactions for 5 items. Sensitivity to differences and diversity of other people increased for BMS students, but decreased for PT students. Timeliness increased for BMS students, but did not change for PA students. Seeking out new learning experiences increased for BMS students, but did not change for PA or PT students. Taking a group leadership role increased for BMS students, decreased for PT students, while PA and OT students showed no change. Volunteering time to serve others decreased for OT and PA students, while BMS and BM students showed no change. It is plausible that these findings emerge from differences in program curricula and specific training objectives. The findings provide initial insight to educators on ways that attitudes and behaviors pertaining to professionalism sometimes vary among students in different health science programs.

WWW Case Study Program To Enhance Thinking, Critically and Globally: The Impact of NAFTA on the Apparel Industry.

ERIC Educational Resources Information Center

Frey, Diane K.; Eckman, Molly

1999-01-01

An interactive Web program was developed to present a case study on textile/apparel products for a family and consumer sciences course. Students found the case studies relevant and stimulating for complex thinking. (SK)

The Technologies of EXPER SIM.

ERIC Educational Resources Information Center

Hedberg, John G.

EXPER SIM has been translated into two basic software systems: the Michigan Experimental Simulation Supervisor (MESS) and Louisville Experiment Simulation Supervisor (LESS). MESS and LESS have been programed to facilitate student interaction with the computer for research purposes. The programs contain models for several statistical analyses, and…

Starting a Robotics Program in Your County

ERIC Educational Resources Information Center

Habib, Maria A.

2012-01-01

The current mission mandates of the National 4-H Headquarters are Citizenship, Healthy Living, and Science. Robotics programs are excellent in fulfilling the Science mandate. Robotics engages students in STEM (Science, Engineering, Technology, and Mathematics) fields by providing interactive, hands-on, minds-on, cross-disciplinary learning…

Instructional Variables in Meaningful Learning of Computer Programming.

ERIC Educational Resources Information Center

Mayer, Richard E.

Some 120 undergraduate students participated in experiments to learn how novice computer programers learn to interact with the computer. Two instructional booklets were used: A "rule" booklet consisted of definitions and examples of seven modified FORTRAN statements and appropriate grammar rules; the "model" booklet was…

The use of social networking to improve the quality of interprofessional education.

PubMed

Pittenger, Amy L

2013-10-14

To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education. Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure. Students in all groups interacted via an online social networking platform for a minimum of 15 weeks and met in person once at the end of the 15-week experience for a focus group session. The students were tasked with developing a collaborative recommendation for using social networking in interprofessional education programs. Most of the students who reported in a post-experience survey that their expectations were not met were in the minimally structured group. Almost all students in the facilitated and highly structured groups indicated that this experience positively impacted their knowledge of other health professions. Most students stated that interacting within a social networking space for 15 weeks with other members of the university's health professions programs was a positive and effective interprofessional education experience. Social networking is feasible and can be used effectively within an overall strategy for interprofessional education, but design and placement within a core content course is critical to success.

The Use of Social Networking to Improve the Quality of Interprofessional Education

PubMed Central

2013-01-01

Objective. To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education. Design. Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure. Students in all groups interacted via an online social networking platform for a minimum of 15 weeks and met in person once at the end of the 15-week experience for a focus group session. The students were tasked with developing a collaborative recommendation for using social networking in interprofessional education programs. Assessment. Most of the students who reported in a post-experience survey that their expectations were not met were in the minimally structured group. Almost all students in the facilitated and highly structured groups indicated that this experience positively impacted their knowledge of other health professions. Most students stated that interacting within a social networking space for 15 weeks with other members of the university’s health professions programs was a positive and effective interprofessional education experience. Conclusion. Social networking is feasible and can be used effectively within an overall strategy for interprofessional education, but design and placement within a core content course is critical to success. PMID:24159215

Surgical clinical correlates in anatomy: design and implementation of a first-year medical school program.

PubMed

Haubert, Lisa M; Jones, Kenneth; Moffatt-Bruce, Susan D

2009-01-01

Medical students state the need for a clinically oriented anatomy class so to maximize their learning experience. We hypothesize that the first-year medical students, who take the Surgical Clinical Correlates in Anatomy program, will perform better than their peers in their anatomy course, their surgical clerkships and ultimately choose surgical residencies. We designed and recently implemented this program for first-year medical students. It consisted of General Surgical Knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Ear, Nose, and Throat (ENT) sessions. Each session had defined learning objectives and interactive cadaveric operations performed by faculty members and students. The program was elective and had 25 participants randomly chosen. An evaluative questionnaire was completed before and after the program. Comparative analysis of the questionnaires, first-year anatomy examination results, clinical surgical rotation scores, and residency match results will be completed. The positive opinions of surgeons increased for all medical students from the pre-evaluation to the post-evaluation, and there was a greater increase in positive opinions for our participants. Our participants also had the highest average overall for all combined anatomy examinations. A need exists among medical students to develop a clinically correlated anatomy program that will maximize their learning experience, improve their performance and allow them to make moreinformed career choices. The recent implementation of this Surgical Clinical Correlates in Anatomy program fulfills this need.

An Interdisciplinary Program in Materials Science at James Madison University.

NASA Astrophysics Data System (ADS)

Hughes, Chris

2008-03-01

Over the past decade a core group of faculty at James Madison University has created an interdisciplinary program in materials science that provides our students with unique courses and research experiences that augment the existing, high-quality majors in physics and astronomy, chemistry and biochemistry, geology and environmental science, mathematics and statistics, and integrated science and technology. The university started this program by creating a Center for Materials Science whose budget is directly allocated by the provost. This source of funds acts as seed money for research, support for students, and a motivating factor for each of the academic units to support the participation of their faculty in the program. Courses were created at the introductory and intermediate level that are cross-listed by the departments to encourage students to enroll in them as electives toward their majors. Furthermore, the students are encouraged to participate in undergraduate research in materials since this is the most fundamental unifying theme across the disciplines. This talk will cover some of the curricular innovations that went into the design of the program to make it successful, examples of faculty and student research and how that feeds back into the classroom, and success stories of the interactions that have developed between departments because of this program. Student outcomes and future plans to improve the program will also be discussed.

Integrating hypermedia into the environmental education setting: Developing a program and evaluating its effect

NASA Astrophysics Data System (ADS)

Parker, Tehri Davenport

1997-09-01

This study designed, implemented, and evaluated an environmental education hypermedia program for use in a residential environmental education facility. The purpose of the study was to ascertain whether a hypermedia program could increase student knowledge and positive attitudes toward the environment and environmental education. A student/computer interface, based on the theory of social cognition, was developed to direct student interactions with the computer. A quasi-experimental research design was used. Students were randomly assigned to either the experimental or control group. The experimental group used the hypermedia program to learn about the topic of energy. The control group received the same conceptual information from a teacher/naturalist. An Environmental Awareness Quiz was administered to measure differences in the students' cognitive understanding of energy issues. Students participated in one on one interviews to discuss their attitudes toward the lesson and the overall environmental education experience. Additionally, members of the experimental group were tape recorded while they used the hypermedia program. These tapes were analyzed to identify aspects of the hypermedia program that promoted student learning. The findings of this study suggest that computers, and hypermedia programs, can be integrated into residential environmental education facilities, and can assist environmental educators in meeting their goals for students. The study found that the hypermedia program was as effective as the teacher/naturalist for teaching about environmental education material. Students who used the computer reported more positive attitudes toward the lesson on energy, and thought that they had learned more than the control group. Students in the control group stated that they did not learn as much as the computer group. The majority of students had positive attitudes toward the inclusion of computers in the camp setting, and stated that they were a good way to learn about environmental education material. This study also identified lack of social skills as a barrier to social cognition among mixed gender groups using the computer program.

Use of a three-dimensional virtual environment to teach drug-receptor interactions.

PubMed

Richardson, Alan; Bracegirdle, Luke; McLachlan, Sarah I H; Chapman, Stephen R

2013-02-12

Objective. To determine whether using 3-dimensional (3D) technology to teach pharmacy students about the molecular basis of the interactions between drugs and their targets is more effective than traditional lecture using 2-dimensional (2D) graphics.Design. Second-year students enrolled in a 4-year masters of pharmacy program in the United Kingdom were randomly assigned to attend either a 3D or 2D presentation on 3 drug targets, the β-adrenoceptor, the Na(+)-K(+) ATPase, and the nicotinic acetylcholine receptor.Assessment. A test was administered to assess the ability of both groups of students to solve problems that required analysis of molecular interactions in 3D space. The group that participated in the 3D teaching presentation performed significantly better on the test than the group who attended the traditional lecture with 2D graphics. A questionnaire was also administered to solicit students' perceptions about the 3D experience. The majority of students enjoyed the 3D session and agreed that the experience increased their enthusiasm for the course.Conclusions. Viewing a 3D presentation of drug-receptor interactions improved student learning compared to learning from a traditional lecture and 2D graphics.

The Teaching Decisions Simulation: An Interactive Vehicle for Mapping Teaching Decisions.

ERIC Educational Resources Information Center

Strang, Harold R.

1996-01-01

Describes the Teaching Decisions Simulation, a program that allows participants to make decisions regarding lesson plan activities and student and teacher spatial arrangement or interactions. Postlesson feedback includes variables such as completion time and performance measures. Experienced teachers exhibited more deliberation in completing the…

"Bohr's Atomic Model."

ERIC Educational Resources Information Center

Willden, Jeff

2001-01-01

"Bohr's Atomic Model" is a small interactive multimedia program that introduces the viewer to a simplified model of the atom. This interactive simulation lets students build an atom using an atomic construction set. The underlying design methodology for "Bohr's Atomic Model" is model-centered instruction, which means the central model of the…

Interactive Astronomy.

ERIC Educational Resources Information Center

Martin, Jean K.

1997-01-01

Presents guiding principles for developing interactive lessons for the World Wide Web. Describes "Amazing Space: Education Online from the Hubble Space Telescope", a program where students study spectacular Hubble Space Telescope images of stars and star-forming regions to learn about the life cycle of stars and the creation of atoms. (JRH)

Explorers of the Universe: Interactive Collaborations via the Internet

NASA Astrophysics Data System (ADS)

Burks, G.

1999-05-01

This proposal details how self-directed case-based research with earth/space investigations, and instruction together with collaborative interactions with teachers, students, scientists, and university educators using metacognitive tools (e.g., concept maps, interactive vee diagrams, and thematic organizers), and innovative technology promotes meaningful learning in ways that differ from conventional and atypical educational settings. Our Explorers of the Universe Scientific/Literacy project (http://explorers.tsuniv.edu) promotes earth/space science inquires in non-conventional learning environments with middle, secondary, and postsecondary students. Outlined are programs and educational processes and outcomes that meet both local and national contexts for achieving meaningful learner-centered science and mathematics goals. All information is entered electronically by students and collected for analyses in a database at our TSU web server. Scientists and university educators review and respond to these postings of students by writing in their electronic notebooks, commenting on their concept maps and interactive vee diagrams, and guiding them to pertinent papers and journal articles. Teachers are active learners with their students. They facilitate the learning process by guiding students in their inquires, evoking discussions, and involving their students with other affiliated schools whose students may be engaged in similar research topics. Teachers manage their student electronic accounts by assigning passwords, determining the degree of portfolio sharing among students, and responding to student inquires. Students post their thoughts, progress, inquires, and data on their individualized electronic notebook. Likewise, they plan, carry out, and finalize their case-based research using electronic transmissions via e-mail and the Internet of their concept maps and interactive vee diagrams. Their peer-edited papers are posted on the WWW for others to read and react. The final process involves students developing CDs of their case research report, which serves as a longitudinal case for others to pursue.

'It's complicated': Staff nurse perceptions of their influence on nursing students' learning. A qualitative descriptive study.

PubMed

Hanson, Sarah E; MacLeod, Martha L; Schiller, Catharine J

2018-04-01

During both teacher-led clinical practica and precepted practica, students interact with, and learn from, staff nurses who work on the clinical units. It is understood that learning in clinical practice is enhanced by positive interactions between staff nurses and nursing students. While much is known about preceptors' experiences of working with nursing students, there is little evidence to date about staff nurses' perspectives of their interactions with students in teacher-led practica. To understand teacher-led clinical practica from the perspective of staff nurses. A qualitative descriptive approach answers the question: How do staff nurses perceive their contributions to nursing students' learning during teacher-led practica? Nine staff Registered Nurses (RNs) working within a regional acute care hospital in western Canada were interviewed using semi-structured interviews. Interview transcripts were analyzed using cross case analysis to discover themes and findings were checked by several experienced RNs. Analysis showed that nurses' interactions with nursing students are complicated. Nurses want to "train up" their future colleagues but feel a heavy burden of responsibility for students on the wards. This sense of burden for the staff nurses is influenced by several factors: the practice environment, the clinical instructor, the students themselves, and the nurses' understanding of their own contributions to student learning. Staff nurses remain willing to support student learning despite multiple factors that contribute to a sense of burden during teacher-led practica. Workplace environment, nursing program, and personal supports are needed to support their continuing engagement in student learning. Nurses need to know how important they are as role models, and the impact their casual interactions have on student nurses' socialization into the profession. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Preparing Students for Work in the 21st Century. Guidebook 7. Schools That Work: The Research Advantage.

ERIC Educational Resources Information Center

Columbia Univ., New York, NY. Inst. on Education and the Economy.

A series of eight videoconferences was designed to help educational professionals improve schools by applying knowledge gained from research. During the videoconference programs, which are transmitted by satellite to facilities with receiving capacity, viewers can interact by telephone with the program presenters. Each program covers a specific…

Teaching and Learning Logic Programming in Virtual Worlds Using Interactive Microworld Representations

ERIC Educational Resources Information Center

Vosinakis, Spyros; Anastassakis, George; Koutsabasis, Panayiotis

2018-01-01

Logic Programming (LP) follows the declarative programming paradigm, which novice students often find hard to grasp. The limited availability of visual teaching aids for LP can lead to low motivation for learning. In this paper, we present a platform for teaching and learning Prolog in Virtual Worlds, which enables the visual interpretation and…

Geo-Sandbox: An Interactive Geoscience Training Tool with Analytics to Better Understand Student Problem Solving Approaches

NASA Astrophysics Data System (ADS)

Butt, N.; Pidlisecky, A.; Ganshorn, H.; Cockett, R.

2015-12-01

The software company 3 Point Science has developed three interactive learning programs designed to teach, test and practice visualization skills and geoscience concepts. A study was conducted with 21 geoscience students at the University of Calgary who participated in 2 hour sessions of software interaction and written pre and post-tests. Computer and SMART touch table interfaces were used to analyze user interaction, problem solving methods and visualization skills. By understanding and pinpointing user problem solving methods it is possible to reconstruct viewpoints and thought processes. This could allow us to give personalized feedback in real time, informing the user of problem solving tips and possible misconceptions.

Education programs of the Institute for Optical Sciences at the University of Toronto

NASA Astrophysics Data System (ADS)

Istrate, Emanuel; Miller, R. J. Dwayne

2009-06-01

The Institute for Optical Sciences at the University of Toronto is an association of faculty members from various departments with research interests in optics. The institute has an extensive program of academic activities, for graduate and undergraduate students, as well as public outreach. For undergraduate students, we have a course on holography. We provide opportunities for students to gain optics experience through research by providing access to summer research positions and by enrolling them in the Research Skills Program, a summer course teaching the basic skills needed in research. For graduate students, we offer the Distinguished Visiting Scientists program, where world-renowned researchers come for a week, giving a series of 3 lectures and interacting closely with students and professors. The extended stay allows the program to run like a mini-course. We launched a Collaborative Master's Program in Optics, where students earn a degree from their home department, along with a certification of participation in the collaborative program. Physics, Chemistry and Engineering students attending together are exposed to the various points of view on optics, ranging from the pure to the applied sciences. For the general public, we offer the Stoicheff Lecture, a yearly public lecture on optics, organized with the Royal Canadian Institute. Our institute also initiated Science Rendezvous, a yearly public celebration of science across the Greater Toronto Area, with lab tours, demonstrations, and other opportunities to learn about science and those who are actively advancing it. This year, this event attracted over 20,000 attendees.

"Thinking ethics": a novel, pilot, proof-of-concept program of integrating ethics into the Physiology curriculum in South India.

PubMed

D, Savitha; Vaz, Manjulika; Vaz, Mario

2017-06-01

Integrating medical ethics into the physiology teaching-learning program has been largely unexplored in India. The objective of this exercise was to introduce an interactive and integrated ethics program into the Physiology course of first-year medical students and to evaluate their perceptions. Sixty medical students (30 men, 30 women) underwent 11 sessions over a 7-mo period. Two of the Physiology faculty conducted these sessions (20-30 min each) during the routine physiology (theory/practicals) classes that were of shorter duration and could, therefore, accommodate the discussion of related ethical issues. This exercise was in addition to the separate ethics classes conducted by the Medical Ethics department. The sessions were open ended, student centered, and designed to stimulate critical thinking. The students' perceptions were obtained through a semistructured questionnaire and focused group discussions. The students found the program unique, thought provoking, fully integrated, and relevant. It seldom interfered with the physiology teaching. They felt that the program sensitized them about ethical issues and prepared them for their clinical years, to be "ethical doctors." Neutral observers who evaluated each session felt that the integrated program was relevant to the preclinical year and that the program was appropriate in its content, delivery, and student involvement. An ethics course taught in integration with Physiology curriculum was found to be beneficial, feasible, and compatible with Physiology by students as well as neutral observers. Copyright © 2017 the American Physiological Society.

The understanding of core pharmacological concepts among health care students in their final semester.

PubMed

Aronsson, Patrik; Booth, Shirley; Hägg, Staffan; Kjellgren, Karin; Zetterqvist, Ann; Tobin, Gunnar; Reis, Margareta

2015-12-29

The overall aim of the study was to explore health care students´ understanding of core concepts in pharmacology. An interview study was conducted among twelve students in their final semester of the medical program (n = 4), the nursing program (n = 4), and the specialist nursing program in primary health care (n = 4) from two Swedish universities. The participants were individually presented with two pharmacological clinically relevant written patient cases, which they were to analyze and propose a solution to. Participants were allowed to use the Swedish national drug formulary. Immediately thereafter the students were interviewed about their assessments. The interviews were audio-recorded and transcribed verbatim. A thematic analysis was used to identify units of meaning in each interview. The units were organized into three clusters: pharmacodynamics, pharmacokinetics, and drug interactions. Subsequent procedure consisted of scoring the quality of students´ understanding of core concepts. Non-parametric statistics were employed. The study participants were in general able to define pharmacological concepts, but showed less ability to discuss the meaning of the concepts in depth and to implement these in a clinical context. The participants found it easier to grasp concepts related to pharmacodynamics than pharmacokinetics and drug interactions. These results indicate that education aiming to prepare future health care professionals for understanding of more complex pharmacological reasoning and decision-making needs to be more focused and effective.

An Interactive Geometry Program and Its Effect on Elementary Students' Achievement and Understanding of Geometry: A Comparative Study

ERIC Educational Resources Information Center

DeMarinis, Matthew David

2011-01-01

While many studies examining the effectiveness of using dynamic geometry software exist, few studies exist at the elementary school level. An extensive data analysis of student performance on New York State Math Assessments revealed that students in the fifth grade may not have had a clear understanding of interior angles sums of polygons, more…

Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs

ERIC Educational Resources Information Center

Zweig, Jacqueline S.; Stafford, Erin T.

2016-01-01

In addition to teaching the subject matter, online teachers are tasked with supporting students' understanding of the online environment as well as students' progress, engagement, and interactions within the course. Yet only four states and the District of Columbia require teachers to receive training in online instruction prior to teaching a K-12…

The Use of the Free, Open-Source Program Jmol To Generate an Interactive Web Site To Teach Molecular Symmetry

NASA Astrophysics Data System (ADS)

Cass, Marion E.; Rzepa, Henry S.

2005-11-01

Illustrating and manipulating molecules in three dimensions are some of the truly wonderful advantages that computer technologies offer to chemistry teachers. In the following article we discuss our use of the program Jmol for the presentation of interactive materials to teach molecular symmetry. Jmol is an open-source code program that is free to all users and thus ideally suited for the development of teaching materials. Three primary pedagogic goals have been at the forefront in the development of our site. Our first goal was to animate symmetry operations and include interactive tools. Our second goal was to provide a library of molecules for student exercises to supplement their study of symmetry, using generic HTML templates populated using automatic tools based on Javascript. Our third goal in the development of our site was to include International Chemical Identifiers (InChIs) for each molecule to introduce students and educators to a new mechanism for identifying molecular resources and enabling their discovery using the Web search engines.

The Use of a Structured Literacy Program To Facilitate the Inclusion of Marginal and Special Education Students into Regular Classes.

ERIC Educational Resources Information Center

Center, Yola; Freeman, Louella

This research review examined the use of a whole class early literacy program in classes which included disadvantaged and at-risk children in Australia. The program, Schoolwide Early Language and Literacy (SWELL), is based on an interactive compensatory theory of literacy acquisition adapted from Success for All, a U.S. early literacy program. The…

Gender differences in partner interactions during an after-school science peer tutoring program

NASA Astrophysics Data System (ADS)

Brei-Crawley, M. Jo

This teacher research study examined an after-school science program called SSTAR (Science Students Teaching as Resources) to determine if this program encourages early scientific involvement for girls, specifically the investigation of simple machines. SSTAR's overall goal was to develop scientific skills in fourth grade tutors who were partnered with second grade tutees. This study was conducted during two different SSTAR study sessions, identified as the pilot study (year one) and the expanded study (year two). The SSTAR program and the data collection instruments were refined and modified during this two-year process. Four data collection instruments were used to gather data and insights into this program; video-taped interactions between tutor and tutee, a writing assessment, a performance assessment and focus group discussions. The video taped partnership interactions found that tutors used similar instructional strategies and tutees gave similar response strategies. However, these strategies varied according to the gender of the partner. A written assessment, in the form of an open ended question was given to just the tutors at the beginning and end of their session. Additionally, a performance assessment was given. This assessment asked the tutors to construct a machine from the Legos(c) that were provided. This assessment was also done in a pretest/post-test format. Scores from the writing and performance assessment were then compared and the performance assessment showed more tutor growth in knowledge of simple machines than the writing assessment. Overall students made comments stating they enjoyed the SSTAR program and would sign up again. They had no preference for a same gender or opposite gender partner among either tutor or tutee discussions. All the data examined shows evidence that SSTAR was an effective program for tutor growth in the scientific area of simple machines. While the original study focus was specifically on girls, both genders benefited from the program and all students involved stated they had positive experiences during SSTAR.

JPL initiative on historically black colleges and universities

NASA Technical Reports Server (NTRS)

Allen, Lew; Forte, Paul, Jr.; Leipold, Martin H.

1989-01-01

Executive order number 12320 of September 15, 1981, established a program designed to significantly increase the participation of historically black colleges and universities (HBCU's) in Federal programs. Because of its geographical remoteness and position as a contractor operated center, JPL had not participated in grant and training programs with the HBCU's. In recognition of JPL's responsibility to the national commitment on behalf of the historically black colleges and universities, an initiative with effective, achievable guidelines and early progress for a better and more productive interaction between JPL and the HBCU's is described. Numerous areas of interaction with the historically black colleges and universities have been identified and are being inplemented. They have two broad objectives: research interactions and faculty/student interactions. Plans and progress to date for each specific area are summarized.

Evaluation of the Race/Human Relations Program: Observations--A Second Year's Look at Racial Mixing and Quality of Interactions at School Sites. Evaluation Department Report No. 370.

ERIC Educational Resources Information Center

Stein, Robert Christopher

The evaluation of long-range goals of the Race/Human Relations Program of the San Diego City Schools consisted of observations to determine the degree to which racial mixing was occurring at school sites and the quality of interactions among students and adults. Fifty district employees were trained in the use of the Contextual Evaluation Form. A…

Study of a Multigenerational Learning Program in Taiwan

ERIC Educational Resources Information Center

Chien, Hung-Ju; Tann, D. B.

2017-01-01

The aim of the Multigenerational Learning Program (MLP) is to increase multigenerational interactions through activities, which will help all learners including middle aged to older adults, university students, and children to improve multigenerational understanding, and increase their positive attitudes toward each other. The MLP activities were…

A Turing Machine Simulator.

ERIC Educational Resources Information Center

Navarro, Aaron B.

1981-01-01

Presents a program in Level II BASIC for a TRS-80 computer that simulates a Turing machine and discusses the nature of the device. The program is run interactively and is designed to be used as an educational tool by computer science or mathematics students studying computational or automata theory. (MP)

Capitalizing on Parent and Family Partnerships through Programming

ERIC Educational Resources Information Center

Ward-Roof, Jeanine A.; Heaton, Patrick M.; Coburn, Mary B.

2008-01-01

Interaction with parents and family members continues to increase college campuses across the nation. This article describes best practices for communicating with and programming for parents and family members of enrolled students. These include orientation, electronic outreach and communication, parent-family weekends, younger siblings events,…

Suggested Courseware for the Non-Calculus Physics Student: Measurement, Vectors, and One-Dimensional Motion.

ERIC Educational Resources Information Center

Mahoney, Joyce; And Others

1988-01-01

Evaluates 16 commercially available courseware packages covering topics for introductory physics. Discusses the price, sub-topics, program type, interaction, time, calculus required, graphics, and comments of each program. Recommends two packages in measurement and vectors, and one-dimensional motion respectively. (YP)

The Action Research Program: Experiential Learning in Systems-Based Practice for First-Year Medical Students.

PubMed

Ackerman, Sara L; Boscardin, Christy; Karliner, Leah; Handley, Margaret A; Cheng, Sarah; Gaither, Thomas W; Hagey, Jill; Hennein, Lauren; Malik, Faizan; Shaw, Brian; Trinidad, Norver; Zahner, Greg; Gonzales, Ralph

2016-01-01

Systems-based practice focuses on the organization, financing, and delivery of medical services. The American Association of Medical Colleges has recommended that systems-based practice be incorporated into medical schools' curricula. However, experiential learning in systems-based practice, including practical strategies to improve the quality and efficiency of clinical care, is often absent from or inconsistently included in medical education. A multidisciplinary clinician and nonclinician faculty team partnered with a cardiology outpatient clinic to design a 9-month clerkship for 1st-year medical students focused on systems-based practice, delivery of clinical care, and strategies to improve the quality and efficiency of clinical operations. The clerkship was called the Action Research Program. In 2013-2014, 8 trainees participated in educational seminars, research activities, and 9-week clinic rotations. A qualitative process and outcome evaluation drew on interviews with students, clinic staff, and supervising physicians, as well as students' detailed field notes. The Action Research Program was developed and implemented at the University of California, San Francisco, an academic medical center in the United States. All educational activities took place at the university's medical school and at the medical center's cardiology outpatient clinic. Students reported and demonstrated increased understanding of how care delivery systems work, improved clinical skills, growing confidence in interactions with patients, and appreciation for patients' experiences. Clinicians reported increased efficiency at the clinic level and improved performance and job satisfaction among medical assistants as a result of their unprecedented mentoring role with students. Some clinicians felt burdened when students shadowed them and asked questions during interactions with patients. Most student-led improvement projects were not fully implemented. The Action Research Program is a small pilot project that demonstrates an innovative pairing of experiential and didactic training in systems-based practice. Lessons learned include the need for dedicated time and faculty support for students' improvement projects, which were the least successful aspect of the program. We recommend that future projects aiming to combine clinical training and quality improvement projects designate distinct blocks of time for trainees to pursue each of these activities independently. In 2014-2015, the University of California, San Francisco School of Medicine incorporated key features of the Action Research Program into the standard curriculum, with plans to build upon this foundation in future curricular innovations.

Interaction Patterns in Synchronous Online Calculus and Linear Algebra Recitations

ERIC Educational Resources Information Center

Mayer, Greg; Hendricks, Cher

2014-01-01

This study describes interaction patterns observed during a pilot project that explored the use of web-conferencing (WC) software in two undergraduate distance education courses offered to advanced high-school students. The pilot program replaced video-conferencing technology with WC software during recitations, so as to increase participation in…

Effects of Intergenerational Interaction on Aging

ERIC Educational Resources Information Center

Hernandez, Carmen Requena; Gonzalez, Marta Zubiaur

2008-01-01

The world population pyramid has changed shape. However, this does not mean that societies have changed their negative concept of old age. Our study proposes an intergenerational service-learning program with 179 university students and 101 slightly depressed elderly people. The results show that the elderly people who interacted improved in…

Mobile Learning in Distance Education: Utility or Futility?

ERIC Educational Resources Information Center

Koole, Marguerite; McQuilkin, Janice Letkeman; Ally, Mohamed

2010-01-01

Can mobile technology improve flexibility and quality of interaction for graduate students in distance programs? This paper reports the results of an innovative study exploring the usability, learning, and social interaction of mobile access to online course materials at a Canadian distance education university. Through a system called MobiGlam,…

An Internship Program for Deaf and Hard of Hearing Students in Polymer-Based Nanocomposites

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

Cebe,P.; Cherdack, D.; Guertin, R.

2006-01-01

We report on our summer internship program in Polymer-Based Nanocomposites, for deaf and hard of hearing undergraduates who engage in classroom and laboratory research work in polymer physics. The unique attributes of this program are its emphasis on: 1. Teamwork; 2. Performance of a start-to-finish research project; 3. Physics of materials approach; and 4. Diversity. Students of all disability levels have participated in this program, including students who neither hear nor voice. The classroom and laboratory components address the materials chemistry and physics of polymer-based nanocomposites, crystallization and melting of polymers, the interaction of X-rays and light with polymers, mechanicalmore » properties of polymers, and the connection between thermal processing, structure, and ultimate properties of polymers. A set of Best Practices is developed for accommodating deaf and hard of hearing students into the laboratory setting. The goal is to bring deaf and hard of hearing students into the larger scientific community as professionals, by providing positive scientific experiences at a formative time in their educational lives.« less

Service learning at dementia care programs: an orientation and training program.

PubMed

Lambert-Shute, Jennifer J; Jarrott, Shannon E; Fruhauf, Christine A

2004-01-01

The present paper describes a project that addresses the unique challenge service-learners face at dementia care programs. The project was conducted in conjunction with two courses on aging that offer students a service-learning (S-L) option at a university adult day service (ADS) program that accepts service-learners from these courses. The intervention consisted of two elements: (a) an orientation and follow- up sessions in which students learned about the causes of dementia, the behavioral characteristics exhibited by persons with dementia, and the best methods of interacting effectively with cognitively impaired persons; and (b) a structured scrapbook project for service-learners to exercise their new knowledge and skills. The authors designed the project to increase students' comfort in the dementia care setting and to facilitate students' knowledge of the elderly. The following sections describe the project and its procedures, benefits, and challenges. Recommendations for continuing the project and for adapting the project to other dementia sites are provided.

“What makes life good?” Developing a culturally grounded quality of life measure for Alaska Native college students

PubMed Central

Sharma, Dinghy Kristine B.; Lopez, Ellen D. S.; Mekiana, Deborah; Ctibor, Alaina; Church, Charlene

2013-01-01

Background Alaska Native (AN) college students experience higher attrition rates than their non-Native peers. Understanding the factors that contribute to quality of life (“what makes life good”) for AN students will help inform supportive programs that are congruent with their culture and college life experiences. Objectives Co-develop a conceptual model and a measure of quality of life (QOL) that reflects the experiences of AN college students. Methods Six focus groups were conducted with 26 AN college students. Within a community–academic partnership, interactive data collection activities, co-analysis workgroup sessions and an interactive findings forum ensured a participant-driven research process. Findings Students identified and operationally defined eight QOL domains (values, culture and traditions, spirituality, relationships, basic needs, health, learning and leisure). The metaphor of a tree visually illustrates how the domains values, culture and traditions and spirituality form the roots to the other domains that appear to branch out as students navigate the dual worldviews of Native and Western ways of living. Conclusions The eight QOL domains and their items identified during focus groups were integrated into a visual model and an objective QOL measure. The hope is to provide a useful tool for developing and evaluating university-based programs and services aimed toward promoting a positive QOL and academic success for AN students. PMID:23984302

Institute for Scientific and Educational Technology (ISET)-Education, Research and Training Programs in Engineering and Sciences

NASA Technical Reports Server (NTRS)

Tiwari, S. N. (Principal Investigator); Massenberg, Samuel E. (Technical Monitor)

2002-01-01

The 'Institute for Scientific and Educational Technology' has been established to provide a mechanism through which universities and other research organizations may cooperate with one another and with different government agencies and industrial organizations to further and promote research, education, and training programs in science, engineering, and related fields. This effort has been undertaken consistent with the national vision to 'promote excellence in America s educational system through enhancing and expanding scientific and technological competence.' The specific programs are directed in promoting and achieving excellence for individuals at all levels (elementary and secondary schools, undergraduate and graduate education, and postdoctoral and faculty research). The program is consistent with the existing activities of the Institute for Computational and Applied Mechanics (ICAM) and the American Society for Engineering Education (ASEE) at NASA Langley Research Center (LaRC). The efforts will be directed to embark on other research, education, and training activities in various fields of engineering, scientific, and educational technologies. The specific objectives of the present program may be outlined briefly as follows: 1) Cooperate in the various research, education, and technology programs of the Office of Education at LaRC. 2) Develop procedures for interactions between precollege, college, and graduate students, and between faculty and students at all levels. 3) Direct efforts to increase the participation by women and minorities in educational programs at all levels. 4) Enhance existing activities of ICAM and ASEE in education, research, and training of graduate students and faculty. 5) Invite distinguished scholars as appropriate and consistent with ISET goals to spend their summers and/or sabbaticals at NASA Langley andor ODU and interact with different researchers and graduate students. Perform research and administrative activities as needed to carry out the above mentioned activities. 6) The implementation of various activities of the ISET programs is carried out through cooperative efforts between Old Dominion University (ODU) and the Office of Education at LaRC. At present, major efforts are directed on the following ISET Programs: ICAM Programs, Academic Programs, Educational Research, Outreach Programs, Educational Technology and Cooperative Programs. These programs are described in the following sections.

Mobile Phone Intervention to Reduce Youth Suicide in Rural Communities: Field Test.

PubMed

Pisani, Anthony R; Wyman, Peter A; Gurditta, Kunali; Schmeelk-Cone, Karen; Anderson, Carolyn L; Judd, Emily

2018-05-31

Suicide is a leading cause of death among 10- to 19-year-olds in the United States, with 5% to 8% attempting suicide each year. Suicide risk rises significantly during early adolescence and is higher in rural and underserved communities. School-based universal prevention programs offer a promising way of reducing suicide by providing strategies for emotion regulation and encouraging help-seeking behaviors and youth-adult connectedness. However, such programs frequently run into difficulties in trying to engage a broad range of students. Text messaging is a dominant medium of communication among youths, and studies show both efficacy and uptake in text messaging interventions aimed at adolescents. Text-based interventions may, thus, offer a means for school-based universal prevention programs to engage adolescents who would otherwise be difficult to reach. We field tested Text4Strength, an automated, interactive text messaging intervention that seeks to reach a broad range of early adolescents in rural communities. Text4Strength extends Sources of Strength, a peer-led school suicide prevention program, by encouraging emotion regulation, help-seeking behaviors, and youth-adult connectedness in adolescents. The study tested the appeal and feasibility of Text4Strength and its potential to extend universal school-based suicide prevention. We field tested Text4Strength with 42 ninth-grade students. Over 9 weeks, students received 28 interactive message sequences across 9 categories (Sources of Strength introduction, positive friend, mentors, family support, healthy activities, generosity, spirituality, medical access, and emotion regulation strategies). The message sequences included games, requests for advice, questions about students' own experiences, and peer testimonial videos. We measured baseline mental health characteristics, frequency of replies, completion of sequences and video viewing, appeal to students, and their perception of having benefited from the program. Of the 42 participating students, 38 (91%) responded to at least one sequence and 22 (52%) responded to more than a third of the sequences. The proportion of students who completed multistep sequences they had started ranged from 35% (6/17) to 100% (3/3 to 28/28), with responses dropping off when more than 4 replies were needed. With the exception of spirituality and generosity, each of the content areas generated at least a moderate number of student replies from both boys and girls. Students with higher and lower levels of risk and distress interacted with the sequences at similar rates. Contrary to expectations, few students watched videos. Students viewed the intervention as useful-even those who rarely responded to messages. More than 70% found the texts useful (3 items, n range 29-34) and 90% (36) agreed the program should be repeated. Text4Strength offers a potentially engaging way to extend school-based interventions that promote protective factors for suicide. Text4Strength is ready to be revised, based on findings and student feedback from this field test, and rigorously tested for efficacy. ©Anthony R Pisani, Peter A Wyman, Kunali Gurditta, Karen Schmeelk-Cone, Carolyn L Anderson, Emily Judd. Originally published in JMIR Mental Health (http://mental.jmir.org), 31.05.2018.

An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs.

PubMed

Kozeracki, Carol A; Carey, Michael F; Colicelli, John; Levis-Fitzgerald, Marc; Grossel, Martha

2006-01-01

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998-1999 to 2004-2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.

Distance Learning Students' Need: Evaluating Interactions from Moore's Theory of Transactional Distance

ERIC Educational Resources Information Center

Ustati, Rusmanizah; Hassan, Sharifah Sariah Syed

2013-01-01

This study draws on the experience from a focus group interviews under the distance learning programme known as "Program Pensiswazahan Guru" (PPG) organized by the Malaysian Ministry of Education in collaboration with local universities and institutes of education. Its purpose is to uncover students' perception about the platform used by…

Facilitating Social Interaction between Asian and Non-Asian Students: A Resource Booklet.

ERIC Educational Resources Information Center

Fort Lee School District, NJ.

This resource guide provides teachers at all grade levels in the Fort Lee (New Jersey) School District with programs, activities, procedures, and resources to promote mutual understanding and improve inter-group relations between Asian and non-Asian students. Section I, "Outline of Classroom, All-School, and After-School Activities for…

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…

You Want Me To Do What? The Cultural and Psychological Struggle of Putting a Course Online.

ERIC Educational Resources Information Center

Anderson, Sharon K.; Middleton, Val

2002-01-01

Presents a case study of the development of a Web-based online course. Discusses the culture of online instruction; conflicts in course development; presenting students with reasons for Web-based instruction; student orientation for online programs; motivation; and the need for some human interaction. (LRW)

Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects

ERIC Educational Resources Information Center

Marshall, Neil; Buteau, Chantal

2014-01-01

As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…

From Remediation to Acceleration: Recruiting, Retaining, and Graduating Future Culturally and Linguistically Diverse (CLD) Educators

ERIC Educational Resources Information Center

Herrera, Socorro G.; Morales, Amanda R.; Holmes, Melissa A.; Terry, Dawn Herrera

2012-01-01

This ethnographic case study explores one mid-western state university's response to the challenge of culturally and linguistically diverse (CLD), especially Latino/a, student recruitment and retention. BESITOS (Bilingual/Bicultural Education Students Interacting To Obtain Success) is an integrated teacher preparation program implemented at a…

"Turning Points" Revisited: How Effective Middle-Grades Schools Address Developmental Needs of Young Adolescent Students.

ERIC Educational Resources Information Center

Martin, Terry

1993-01-01

Reviews the Carnegie Council on Adolescent Development Task Force Report (1989) "Turning Points" and looks at some successful middle school programs. Some issues discussed are diversity; self-deveelopment and self-definition; student participation; school and community; social interaction; school climate; and curriculum and instruction.…

The American College Teacher: National Norms for the 1995-96 HERI Faculty Survey.

ERIC Educational Resources Information Center

Sax, Linda J.; And Others

This report summarizes the highlights of a national survey, part of the Cooperative Institutional Research Program, which examined college faculty demographic and biographic information, how faculty members spend their time, how they interact with students, their preferred methods of teaching and examining students, their perceptions of the…

Achieving Digital Literacy through Game Development: An Authentic Learning Experience

ERIC Educational Resources Information Center

Frydenberg, Mark

2015-01-01

Purpose: This paper aims to argue that the process of making an original game develops digital literacy skills and provides an authentic learning experience as students create, publish and deploy interactive games. Teaching students to create computer games has become common in both K-12 and tertiary education to introducing programming concepts,…

Enhancing Integrative Motivation: The Japanese-American Collaborative Learning Project

ERIC Educational Resources Information Center

Kato, Fumie

2016-01-01

The Collaborative Learning Project is a language exchange program in which American and Japanese university students have the opportunity to interact with native speakers over the course of a three-week period. This paper reports the outcomes of the Collaborative Learning Project in terms of its effectiveness in fulfilling student expectations and…

The Effectiveness of Screencasts and Cognitive Tools as Scaffolding for Novice Object-Oriented Programmers

ERIC Educational Resources Information Center

Lee, Mark J. W.; Pradhan, Sunam; Dalgarno, Barney

2008-01-01

Modern information technology and computer science curricula employ a variety of graphical tools and development environments to facilitate student learning of introductory programming concepts and techniques. While the provision of interactive features and the use of visualization can enhance students' understanding and assist them in grasping…

Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study

ERIC Educational Resources Information Center

Gilson, Carly B.; Carter, Erik W.

2016-01-01

The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social…

The Preservice Teachers Are Watching: Framing and Reframing the Field Experience

ERIC Educational Resources Information Center

Scherff, Lisa; Singer, Nancy Robb

2012-01-01

In this article we employ Sizers' (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school-based field experiences. Our data include online reflections and discussions among 33 students enrolled in a teacher education program at a large, public…

Asynchronous Online Peer Assistance: Telephone Messages of Encouragement in Post Licensure Nursing Programs

ERIC Educational Resources Information Center

Melrose, Sherri; Swettenham, Steve

2012-01-01

Peer assistance activities can strengthen online learning environments. And yet, like other professional adult learners, working post licensure nurses attending university part time to upgrade their credentials may have limited interest in student-to-student interaction. Some intentionally choose asynchronous self-paced courses so they can work on…

Learning Trajectories and the Role of Online Courses in a Language Program

ERIC Educational Resources Information Center

Schulze, Mathias; Scholz, Kyle

2018-01-01

Currently there is a push toward offering more language courses online because they can provide students with new forms of social and learning interaction, widen their access to education, and offer an individualized learning experience in large classes. Little research exists examining how students transition between online and on-campus language…

Cross-Age Reading Buddies and Cultural-Sensitive Literature: Student-Centered English Language Instruction in an Ethiopian Budget School

ERIC Educational Resources Information Center

Cianca, Sherri

2012-01-01

The Ethiopian government has called for educational improvement, emphasizing the employment of active, student-centered pedagogy. One way of maximizing an interactive learning approach involves blending a cross-age reading buddies program with high-quality, culturally relevant children's literature. Employing descriptive, mixed-method research,…

Building Community in Online Doctoral Classrooms: Instructor Practices That Support Community

ERIC Educational Resources Information Center

Berry, Sharla

2017-01-01

Instructors play a role in helping online students develop a sense of community in virtual classrooms, but little is known about instructors' roles in online graduate programs. To explore the ways in which online instructors helped students create a learning community, defined as a space of connection, closeness and interactivity, the researcher…

Teaching Migrant Students: The Voices of Classroom Teachers.

ERIC Educational Resources Information Center

Romanowski, Michael H.

2001-01-01

A study examining migrant students' needs and the teacher's role interviewed seven teachers at a rural Ohio summer migrant education program. Findings focus on the need for teachers to learn and understand migrant culture, integrate it into activities and daily interactions in the classroom, and be willing to reflect on stereotypes and personal…

Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory

ERIC Educational Resources Information Center

Chen, Ruth

2016-01-01

Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the…

Adding Families to the Homework Equation: A Longitudinal Study of Mathematics Achievement

ERIC Educational Resources Information Center

Van Voorhis, Frances L.

2011-01-01

Families, whether guided or instructed to, often become involved in their children's homework. This study examined the effects of a weekly interactive mathematics program (Teachers Involve Parents in Schoolwork-TIPS) on family involvement, emotions and attitudes, and student achievement. Students and families (N=153) from four urban elementary…

Chemistry. Student Investigations and Readings. Investigations in Natural Science.

ERIC Educational Resources Information Center

Renner, John W.; And Others

Investigations in Natural Science is a program in secondary school biology, chemistry, and physics based upon the description of science as a quest for knowledge, not the knowledge itself. This student manual contains the 19 chemistry investigations. These investigations focus on concepts related to: interactions with water; salt and calcium;…

Attracting Students to the Field of Measurement

ERIC Educational Resources Information Center

Finney, Sara J.; Pastor, Dena A.

2012-01-01

To address the shortage of professionals in measurement, it is essential that we make young career-seekers aware that measurement is an option as a profession. In this paper, we discuss how creating a strong pipeline of students into our field involves personal interactions between faculty representing the graduate programs in measurement and…