The Effectiveness of Off Campus Multi-Institutional Teaching Centers as Perceived by Students

ERIC Educational Resources Information Center

Flores-Mejorado, Dina; Edmonson, Stacey; Fisher, Alice

2008-01-01

The purpose of this study was to examine and compare the perceptions of undergraduate and graduate students of a selected state university in Texas attending the Multi Institutional Teaching Center (MITC)/The University Center (TUC) or the main campus regarding the effectiveness of student services. As universities face limited resources and…

Student-Centered Pedagogy and Real-World Research: Using Documents as Sources of Data in Teaching Social Science Skills and Methods

ERIC Educational Resources Information Center

Peyrefitte, Magali; Lazar, Gillian

2018-01-01

This teaching note describes the design and implementation of an activity in a 90-minute teaching session that was developed to introduce a diverse cohort of first-year criminology and sociology students to the use of documents as sources of data. This approach was contextualized in real-world research through scaffolded, student-centered tasks…

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.

PubMed

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-05-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

Learner-Centered Environments: Creating Effective Strategies Based on Student Attitudes and Faculty Reflection

ERIC Educational Resources Information Center

Bishop, Catharine F.; Caston, Michael I.; King, Cheryl A.

2014-01-01

Learner-centered environments effectively implement multiple teaching techniques to enhance students' higher education experience and provide them with greater control over their academic learning. This qualitative study involves an exploration of the eight reasons for learner-centered teaching found in Terry Doyle's 2008 book, "Helping…

Exploring How New Teaching Materials Influence the Beliefs and Practices of Instructors and Students' Attitudes about Geoscience

ERIC Educational Resources Information Center

Pelch, Michael Anthony

2016-01-01

STEM educational reform encourages a transition from instructor-centered passive learning classrooms to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms…

You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching

ERIC Educational Resources Information Center

Bradford, Jennifer; Mowder, Denise; Bohte, Joy

2016-01-01

The current project conducted an assessment of specific, directed use of student-centered teaching techniques in a criminal justice and criminology research methods and statistics class. The project sought to ascertain to what extent these techniques improved or impacted student learning and engagement in this traditionally difficult course.…

Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

NASA Astrophysics Data System (ADS)

Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

2014-12-01

The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (<30) to large (>80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of instructors in student-centered classes report spending 30% or less of their class time on such activities (e.g. ≤ 15 minutes of a 50 minute class period), indicating that a relatively small investment can yield important impacts in engaging undergraduate geoscience students.

The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology

ERIC Educational Resources Information Center

Gopalan, Chaya; Klann, Megan C.

2017-01-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student…

Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process

ERIC Educational Resources Information Center

Haber-Curran, Paige; Tillapaugh, Daniel W.

2015-01-01

Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students' reflective narratives, the authors explore students' experiences of and process of…

SCALE(ing)-UP Teaching: A Case Study of Student Motivation in an Undergraduate Course

ERIC Educational Resources Information Center

Chittum, Jessica R.; McConnell, Kathryne Drezek; Sible, Jill

2017-01-01

Teaching large classes is increasingly common; thus, demand for effective large-class pedagogy is rising. One method, titled "SCALE-UP" (Student-Centered Active Learning Environment for Undergraduate Programs), is intended for large classes and involves collaborative, active learning in a technology-rich and student-centered environment.…

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students †

PubMed Central

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-01-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice. PMID:27158302

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching

PubMed Central

Marbach-Ad, Gili; Hunt Rietschel, Carly

2016-01-01

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. PMID:27856550

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

NASA Astrophysics Data System (ADS)

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Student-centered and ability training-oriented curriculum reform in teaching Microcontroller Principles and Interface Techniques

NASA Astrophysics Data System (ADS)

Wang, Xiaoping; Cai, Peijun; Liu, Yuling; Wang, Liqiang; Liang, Yiyong

2017-08-01

Courses are an important way of cultivating talents in college education. Advanced training schemes and the course system are implemented through course teaching. Advanced teaching notions and methods also rely on course teaching. Therefore, the quality of course teaching is the fundamental guarantor for grooming talent. The teachers of the course "Microcontroller Principles and Interface Techniques" in the Optical Science and Engineering College of Zhejiang University insist on course teaching becoming student centered and ability-training-oriented. They pay attention to students'all-round development in terms of learning ability, practical ability, innovation ability, and exploring spirit. They actively carried out course reforms in four aspects, namely teaching, learning, evaluation, and experimentation. This paper mainly introduced these reforms. First, the teaching method was reformed by introducing case analysis and the notion of a flipped classroom to shift the course focus from the teacher to the students. Second, the learning method was reformed through the use of techniques such as peer learning and project design to promote students' sense of enquiry and learning initiative. Third, the evaluation method was reformed through the use of process assessment and diversity evaluation to encourage students to develop logical thinking and a down-to-earth manner. Fourth, the experimentation method was reformed by introducing hierarchical content, process management, and diversification of examination to change students'learning attitude from "dependence, passivity, and imitation" to "independence, active involvement, and creation."In general, the teaching method reform promoted reforms in learning, evaluation, and experimentation methods and further improved the style of study. These reforms improved teachers' teaching abilities and enabled course teaching to transform from being teacher centered to student centered. Years of exploration and practice results have shown that such reforms not only effectively inspire students to learn, explore, and practice actively, but also cultivate their creative spirit and courage to face challenges, providing a good platform for theirself-learning and personal growth. The course reforms discussed here have been highly recommended for their reference value.

Teaching Behavior Questionnaire: Verifying Factor Structure and Investigating Depressive Symptoms in Catholic Middle and High Schools

ERIC Educational Resources Information Center

Pittard, Caroline M.; Pössel, Patrick; Smith, Rosamond J.

2015-01-01

Teaching behavior impacts student psychopathology. This study explored the associations between teaching behavior types and depressive symptoms in students. The Teaching Behavior Questionnaire (TBQ) and the Center for Epidemiological Studies Depression Scale (CES-D) were completed by 763 middle and 976 high school students from private Catholic…

Improving Student Academic Success through Differentiated Teaching within a Specialized Learning Resource Center

ERIC Educational Resources Information Center

Alexander, Roy E.

2013-01-01

The purpose of this quantitative study was to improve the academic success of students through the utilization of differentiated teaching within a specialized Learning Resource Center. The research study site is a private coeducational K-11 school located in Northern Georgia. The school provides motivated and disciplined students with a rigorous…

Effects of Self-Directed Summary of Performance on Postsecondary Education Students' Participation in Person-Centered Planning Meetings

ERIC Educational Resources Information Center

Mazzotti, Valerie L.; Kelley, Kelly R.; Coco, Cassie M.

2015-01-01

Teaching students to develop and use a Summary of Performance (SOP) may be one method for teaching self-advocacy skills to ensure students with intellectual disability can advocate for accommodations and supports during Person-Centered Planning (PCP) meetings and in postschool employment settings. This study used a multiple-probe across…

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Kindergarten Teachers' Orientations to Teacher-Centered and Student-Centered Pedagogies and Their Influence on Their Students' Understanding of Addition

ERIC Educational Resources Information Center

Polly, Drew; Margerison, Ashley; Piel, John A.

2014-01-01

This study examined the influence of kindergarten teachers' orientations toward student-centered teaching and their influence on their students' understanding of addition. The study examined 120 students across 10 classrooms. Based on an interview and two classroom observations, 10 teachers were classified as either student centered or mainly…

The usability of WeChat as a mobile and interactive medium in student-centered medical teaching.

PubMed

Wang, Juan; Gao, Furong; Li, Jiao; Zhang, Jieping; Li, Siguang; Xu, Guo-Tong; Xu, Lei; Chen, Jianjun; Lu, Lixia

2017-09-01

Biochemistry and cellular biology courses for medical students at Tongji University include the assessment that provides students with feedback to enhance their learning, which is a type of formative assessment. However, frequent instant feedback and guidance for students is often absent or inconsistently included in the teaching process. WeChat, the most popular Chinese social media, was introduced in biochemistry and cellular biology course. A WeChat official account (OA) was set up as an instant interactive platform. Over a period of two semesters, OA sent 73 push notifications. The components included course notices, preclass thought questions, after-class study materials, answer questions and feedback, simulation exercises, teacher-student interaction, and research progress relevant to the course. WeChat OA served as an active-learning teaching tool, provided more frequent feedback and guidance to students, and facilitated better student-centered communication in the teaching process. Using the WeChat OA in medical teaching emphasized interactive, interoperable, effective, engaging, adaptable, and more participatory teaching styles. As a new platform, WeChat OA was free, Internet-reliant, and easily managed. Using this new medium as a communication tool accelerated further advancement of instant feedback and improvement in teaching activities. Notifications and interactive feedback via the mobile social medium WeChat OA anytime and anywhere facilitated a student-centered teaching mode. Use of WeChat OA significantly increased the proportion of students interactively participating and resulted in a high degree of student satisfaction. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):421-425, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Asian EFL University Students' Preference toward Teaching Approaches

ERIC Educational Resources Information Center

Mermelstein, Aaron David

2015-01-01

Designing and presenting lessons is the center of the teaching process. Every day teachers must make decisions about the instructional process. A teacher's approach can have an enormous impact on the effectiveness of his or her teaching. Understanding students' preferences toward teaching approaches and teaching styles can create opportunities for…

Medical student and medical school teaching faculty perceptions of conflict of interest.

PubMed

Andresen, Nicholas S; Olson, Tyler S; Krasowski, Matthew D

2017-07-11

Attitudes towards conflict of interest (COI) and COI policy are shaped during medical school and influence both the education of medical students and their future medical practice. Understanding the current attitudes of medical students and medical school teaching faculty may provide insight into what is taught about COI and COI policy within the 'hidden' medical curriculum. Differences between medical student and medical school teaching faculty perceptions of COI and COI policy have not been compared in detail. The authors surveyed first year medical students and medical school teaching faculty at one academic medical center. The response rate was 98.7% (150/152) for students and 34.2% (69/202) for faculty. Students were less likely than faculty to agree that lecturers should disclose COI to any learners (4.06 vs. 4.31, p = 0.01), but more likely to agree that COI disclosure decreases the presentation of biased material (3.80 vs. 3.21, p < 0.001). Student and faculty responses for all other questions were not different. Many of these responses suggest student and faculty support for stronger COI policy at academic medical centers. Students and faculty perceptions regarding COI and COI policy are largely similar, but differ in terms of the perceived effectiveness of COI disclosure. This study also suggests that medical students and medical school teaching faculty support for stronger COI policy at academic medical centers.

Reform of experimental teaching based on quality cultivation

NASA Astrophysics Data System (ADS)

Wang, Wei; Yan, Xingwei; Liu, Wei; Yao, Tianfu; Shi, Jianhua; Lei, Bing; Hu, Haojun

2017-08-01

Experimental teaching plays an import part in quality education which devotes to cultivating students with innovative spirit, strong technological talents and practical ability. However, in the traditional experimental teaching mode, the experiments are treated as a vassal or supplementary mean of theoretical teaching, and students prefer focus on theory to practice. Therefore, the traditional experimental teaching mode is difficult to meet the requirements of quality education. To address this issue, the reform of experimental teaching is introduced in this paper taking the photoelectric detector experiment as the example. The new experimental teaching mode is designed from such aspects as experimental content, teaching method and experimental evaluation. With the purpose of cultivating students' practical ability, two different-level experimental content is designed. Not only the basic experiments used to verify the theory are set to consolidate the students' learned theoretical knowledge, but also comprehensive experiments are designed to encourage the students to apply their learned knowledge to solve practical problems. In the teaching process, heuristic teaching thought is adopt and the traditional `teacher-centered' teaching form is replaced by `student-centered' form, which aims to encourage students to design the experimental systems by their own with the teacher's guidance. In addition to depending on stimulating the students' interest of science research, experimental evaluation is necessary to urge students to complete the experiments efficiently. Multifaceted evaluation method is proposed to test the students' mastery of theoretical knowledge, practice ability, troubleshooting and problem solving skills, and innovation capability comprehensively. Practices demonstrated the satisfying effect of our experimental teaching mode.

Lessons Learned Going Back to School

ERIC Educational Resources Information Center

Wernet, Jamie L. W.

2016-01-01

When the author returned to teaching after several years in graduate school, she came armed with knowledge and visions of a student-centered classroom. Her experiences in a doctoral program taught her much about effective mathematics instruction and rekindled her desire to teach. However, a student-centered classroom reflected a major shift in…

The Teaching/Learning Center for "At-Risk" Students: An Update.

ERIC Educational Resources Information Center

Zenanko, Carl M.; And Others

The Teaching/Learning Center (T/LC) for "at-risk" students is an on-campus tutoring program designed to "desaturate" the local schools surrounding Jacksonville State University of excessive numbers of preservice teachers, to provide practicum experiences for preservice teachers under state education agency guidelines, and to…

Learner-Centered Pedagogy: Considerations for Application in a Didactic Course

ERIC Educational Resources Information Center

Moate, Randall M.; Cox, Jane A.

2015-01-01

A learner-centered teaching approach is well known in higher education but has not been fully addressed within counselor education. Instructors who adopt this approach value a collaborative approach to teaching and learning, one that honors students' wisdom and contributions. Teachers create a learning environment encouraging students to actively…

An Exploration of Student Experiences with Learner-Centered Instructional Strategies

ERIC Educational Resources Information Center

Stefaniak, Jill E.; Tracey, Monica W.

2015-01-01

In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were…

A Theoretical Rationale for Using the Individualized Meaning-Centered Approach to Braille Literacy Education with Students Who Have Mild to Moderate Cognitive Disabilities

ERIC Educational Resources Information Center

Wormsley, Diane P.

2011-01-01

This article describes the components of the Individualized Meaning-centered Approach to Braille Literacy Education (I-M-ABLE) for teaching braille reading and writing to students who are blind and have additional cognitive impairments. The components of I-M-ABLE are: (1) selecting and teaching the Key Vocabulary; (2) teaching the efficient use of…

Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

NASA Astrophysics Data System (ADS)

Dominguez, Margaret Z.; Vorndran, Shelby

2014-09-01

The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

Implementing a reform-oriented pedagogy: challenges for novice secondary mathematics teachers

NASA Astrophysics Data System (ADS)

Lewis, Gary M.

2014-06-01

Novice secondary mathematics teachers attempting teaching consonant with the National Council of Teachers of Mathematics (1991, 2007) Professional Standards for Teaching Mathematics experience many stresses related to their attempts at student-centered instruction; prominent among those were novices' challenges when orchestrating whole-class mathematical discussions with students taking a central, substantive role. During such discussions, students offer conjectures, ideas, and solutions and use mathematical argumentation and verification processes. Such teaching can create uncertainty and stress as teachers occupy a revised teaching role. They avoid evaluating student ideas during class; instead, they ask questions to move students' thinking forward, pose problems that deepen students' mathematical understanding, and choose between competing directions the discussion may take. Ultimately, teachers decide whether to continue pursuing such teaching goals or revert back to more familiar, teacher-centered methods. Supportive networks showed promise at helping novices navigate their first few years of teaching; organized networks helped novices meet their teaching goals while limiting the impact of their challenges on their well-being and teaching goals. The results of this study may inform teacher educators, administrators, and colleagues on how to support novices in pursuing teaching better aligned with novices' teaching ideals and reformer's visions.

The CAP Approach to Modifying Vocational Programs for Handicapped Students. Vol. 5: Trades and Industry with an Example in Welding.

ERIC Educational Resources Information Center

Fessenden, Patricia K.; Mendini, Daniel

This combination teaching guide and student workbook, fifth in a five-volume series (see note), presents an approach to teaching basic welding and welding terms for handicapped students. The teaching guide discusses a functional approach to teaching that can accomodate or alleviate the effects of disabilities. Discussion centers on categories to…

Four science teachers' perceptions and reflections about teaching science to middle school students: A case study

NASA Astrophysics Data System (ADS)

Theadford, Brita A.

This qualitative case study examined four middle school science teachers from Southern New Jersey perceptions and reflections about their selections of instructional strategies used to teach scientific concepts to seventh and eighth grade students. They reflected upon their pedagogy by reviewing videotaped lessons, reflective journaling, and participating in in-depth interviews. The findings in this study indicated that reflecting upon instruction contributes to the knowledge base of teaching, improves teachers' individual practices, and helps practitioners become deliberate about their instructional practices. Teacher should have opportunities to observe, investigate and practice using components they perceive as useful instructional strategies to teach scientific concepts to middle school students. When teachers engage in reflection, pedagogical strategies transform and teachers lean toward choosing instructional strategies that are less teacher-centered toward that of more student-centered. In conclusion, it is evident that engaging in student-centered dialogue, argumentation, and researched-based projects improved the way students learned. The participants found that constructivist, hands-on inquiry and reasoning, are skills that middle school students can readily engage in and students can develop skills that help them to think and act more like scientist.

Creating an Interactive and Responsive Teaching Environment to Inspire Learning

ERIC Educational Resources Information Center

Paladino, Angelina

2008-01-01

Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and…

Around the Globe. Teaching English in China.

ERIC Educational Resources Information Center

Allen, James D.; Changshun, Sun

1999-01-01

Describes a method of teaching English-as-a-Second-Language in China started by Han Zhongliang. Han's method is student-centered, with students learning and using English in practical, relevant ways from the beginning of their study. This method breaks away from conventional textbook-centered orientations. Out-of-class games are united with…

Transforming Common-Sense Beliefs into Newtonian Thinking through Just-in-Time Teaching

ERIC Educational Resources Information Center

Formica, Sarah P.; Easley, Jessica L.; Spraker, Mark C.

2010-01-01

To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton's Third Law, 222 students in introductory physics courses taught by traditional lecture styles and…

An interactive problem-solving approach to teach traumatology for medical students.

PubMed

Abu-Zidan, Fikri M; Elzubeir, Margaret A

2010-08-13

We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

Chaos in the Classroom: Center Learning in a 1st Grade Setting

ERIC Educational Resources Information Center

Lanaux, Courtney F.; Vice, Kristen E.; Fashing-Varner, Kenneth J.

2014-01-01

How can centers be utilized in a classroom so students have full control of what they are learning and when? Can centers be used effectively post-kindergarten? During student teaching in a first grade classroom in southeast Louisiana, two student teachers, their classroom mentor teacher, and the 1st grade students experienced center learning that…

Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.

PubMed

Cheang, Kai I

2009-05-27

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

ERIC Educational Resources Information Center

Avard, Margaret

2009-01-01

In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

NASA Astrophysics Data System (ADS)

Quitadamo, Ian Joseph

Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

[Integration of the Internet into medical education].

PubMed

Taradi, Suncana Kukolja

2002-01-01

The Internet promises dramatic changes in the way we learn and teach, the way we interact as a society. Networked technologies introduce interactivity and multimedia into the educational process. The student of the 21st century will use his/her PC as a learning station, as a tutoring system, as an information provider and as a communication center. Therefore the passive classroom (teacher-centered teaching) will evolve into active studio learning (student-centered learning). This will be achieved by new teaching techniques and standards of quality. The role of the new generation of educators is to create exploratory learning environments that offer a wide range of views on many subject areas and encourage active lifelong learning. This will be achieved by 1) placing courseware on the web where it can be accessed by remote students and by 2) finding and reviewing teaching materials obtained from www for possible integration into the local lecture material. The paper suggests strategies for introducing medical educators to networked teaching.

Forum: Learning Outcomes in Communication. The LOCs and the Shift to Student-Centered Learning

ERIC Educational Resources Information Center

Brown, Timothy J.; Castor, Theresa; Byrnes-Loinette, Kerry; Bowman, Jonathan; McBride, Chad

2016-01-01

Traditional teaching is based upon a "teacher"-centered rather than a "student"-centered approach (Bain, 2004). A teacher-centered approach underscores the long held philosophy that instructors are the gatekeepers of knowledge whose job is to convey their knowledge through a lecture, with students as passive receivers during…

The creation of a pedagogy of promise: Examples of educational excellence in high-stakes science classrooms

NASA Astrophysics Data System (ADS)

McCollough, Cherie A.

The current reform movement in education has two forces that appear contradictory in nature. The first is an emphasis on rigor and accountability that is assessed through high-stakes testing. The second is the recommendation to have student centered approaches to teaching and learning, especially those that emphasize inquiry methodology and constructivist pedagogy. Literature reports that current reform efforts involving accountability through high-stakes tests are detrimental to student learning and are contradictory to student-centered teaching approaches. However, by focusing attention on those teachers who "teach against the grain" and raise the achievement levels of students from diverse backgrounds, instructional strategies and personal characteristics of exemplary teachers can be identified. This mixed-methods research study investigated four exemplary urban high school science teachers in high-stakes (TAKS) tested science classrooms. Classroom observations, teacher and student interviews, pre-/postcontent tests and the Constructivist Learning Environment Survey (CLES) (Johnson & McClure, 2004) provided the main data sources. The How People Learn (National Research Council, 2000) theoretical framework provided evidence of elements of inquiry-based, student-centered teaching. Descriptive case analysis (Yin, 1994) and quantitative analysis of pre/post tests and the CLES revealed the following results. First, all participating teachers included elements of learner-centeredness, knowledge-centeredness, assessment-centeredness and community-centeredness in their teaching as recommended by the National Research Council, (2000), thus creating student-centered classroom environments. Second, by establishing a climate of caring where students felt supported and motivated to learn, teachers managed tensions resulting from the incorporation of student-centered elements and the accountability-based instructional mandates outlined by their school district and state agencies. For example, their classroom climate was fair and democratic with elements of mutual respect, student advocacy, the freedom to make mistakes, and student-teacher negotiation practices. Common teacher qualities included being enthusiastic, life-long learners with high expectations for students. When teachers did not agree with administrative mandates that were not in the best interest of their students, they utilized a "close-door" policy. This report provides recommendations including the increased development of student-centered curricula, using multiple test-criteria versus one single standardized test, and increased teacher training to assist in the creation of a climate of caring. Future studies are also suggested.

Outside the Box Teaching Moments: Classroom-Tested Innovations

ERIC Educational Resources Information Center

Whalen, D. Joel; Coker, Kesha K.

2016-01-01

The 2015 Society for Marketing Advances Teaching Moments sessions offered a wide variety of teaching interventions centered on gaining students' attention, increasing class participation, using lively student-engaging demonstrations, using props during lecture, using sales technology classroom applications, using social media, and many more.…

A Comparative Study of the Effects of Two Teaching Strategies in an Activity-Centered Science Program on Middle School Students' Need-Affiliation and Teacher Dependency Behaviors.

ERIC Educational Resources Information Center

Vinelli, Jose L.; And Others

1979-01-01

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

Student-Assisted Teaching: A Guide to Faculty-Student Teamwork.

ERIC Educational Resources Information Center

Miller, Judith E., Ed.; Groccia, James E., Ed.; Miller, Marilyn S., Ed.

This book provides a range of models for undergraduate student-assisted teaching partnerships to help teachers and administrators make learning more student-centered, effective, and productive. The 31 models describes a range of approaches and applications in a variety of settings and disciplines. The chapters are: (1) "Establishing a Common…

The Value of Why for Student and Teacher Learning

ERIC Educational Resources Information Center

Guarino, Jody; Sykes, Marie; Santagata, Rossella

2013-01-01

The authors believe teaching for understanding begins with the development of a few essential orientations. Teachers must have an appreciation for student centered mathematics teaching, valuing an approach that builds on student thinking. In addition, teachers must appreciate the complexity of students' mathematical thinking and ideas. Once these…

A pedagogical shift from direct instruction: Technology-assisted inquiry learning (TAIL) in chemistry

NASA Astrophysics Data System (ADS)

Lou, Rena Zhihong

The purpose of this study was to develop a student-centered Technology-Assisted Inquiry Learning (TAIL) pedagogical approach and compare it with the traditional, teacher-centered, direct instruction approach in a chemistry classroom. The study investigated how the TAIL approach affected community college chemistry students' (n = 21) learning gains and perceptions during a 1.5-hour intervention when compared with the direct instruction approach. A mixed methodology was used that included both quantitative and qualitative analyses. Results led to the following three key findings for novice learners: (a) TAIL had a statistically significant effect on students' procedural application skills improvement when compared with direct instruction; (b) The magnitude of the between-group difference (Cohen's d = 1.41) indicated that TAIL had a cumulative effect on students' learning gains due to its ability to incorporate multiple components including Inquiry, Guidance, Technology, and Collaboration; (c) When combining measures of students' performance and perceived mental effort, TAIL demonstrated high-instructional efficiency with a significant difference in teaching factual knowledge and procedural applications when compared with direct instruction. In summary, the outcome of this study demonstrated both the effectiveness and efficiency of the TAIL approach as a student-centered pedagogy in teaching a basic scientific topic. This study provided a practical demonstration of the pedagogical shift in teaching science from teacher-centered direct instruction to student-centered learning by using computer software as a pedagogical agent. The results of the study contribute to the literature in the fields of guided inquiry learning pedagogy and technology-assisted science teaching.

A Situative Analysis of Postsecondary Teaching: Examining the Relationships among Faculty Beliefs about Student Learning, Course Planning, and Classroom Instruction

ERIC Educational Resources Information Center

Hora, Matthew Tadashi

2012-01-01

Research suggests that the pedagogical thoughts of postsecondary teachers exist on a continuum from student-centered to teaching-centered orientations, the latter of which are more pedagogically effective than the former. However, this body of literature has been critiqued for insufficient conceptualization of psychological constructs and the lack…

Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes

ERIC Educational Resources Information Center

Li, Shuai, Ed.; Swanson, Peter, Ed.

2014-01-01

Web 2.0 technologies, open source software platforms, and mobile applications have transformed teaching and learning of second and foreign languages. Language teaching has transitioned from a teacher-centered approach to a student-centered approach through the use of Computer-Assisted Language Learning (CALL) and new teaching approaches.…

Is Student-Centered Pedagogy Impossible in Hong Kong? The Case of Inquiry in Classrooms

ERIC Educational Resources Information Center

Yeung, Sze Yin Shirley

2009-01-01

Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While teachers hold a "quantitative" concept of learning and focus on transmitting declarative…

Medical Student Outcomes after Family-Centered Bedside Rounds

PubMed Central

Cox, Elizabeth D.; Schumacher, Jayna B.; Young, Henry N.; Evans, Michael D.; Moreno, Megan A.; Sigrest, Ted D.

2011-01-01

Objective Family-centered bedside rounds (FCBR) are recommended to improve trainee education, patient outcomes, and family satisfaction. However, bedside teaching has waned in recent years, potentially leading to less teaching and more concern for trainees. We examined medical students’ concerns, teaching evaluations, and attitudes after experiencing FCBR during the pediatric clerkship. Methods Data are both cross-sectional and pre- and post-clerkship surveys for 113 (89%) of 127 students. Students reported frequencies of post-clerkship concerns (14 items) and teaching experiences (17 items), with five response options (1=never, 2=rarely, 3=occasionally, 4=usually, 5=always, dichotomized with “frequent” being usually or occasionally). Students reported pre- and post-clerkship attitudes for 4 items on a 7-point scale (1=strongly disagree, 7=strongly agree). Analyses included adjusted means or proportions. Results The most commonly endorsed concern was presenting information in a way that was understandable to patients and families with 34.5% of students having this concern frequently. The majority of students frequently experienced 12 of the 17 teaching items. Effective teaching of physical exam skills was the teaching item least often experienced frequently by students (20.3%). Student attitudes about the benefits of FCBR for families were significantly more positive post-clerkship (mean change 0.37 pts, p<0.001), but they remained neutral in their preference for FCBR over traditional rounds without the family present (mean change −0.14 pts, p>0.05). Conclusions Although students demonstrate positive attitudes toward FCBR and report frequent occurrence of inpatient teaching elements, findings suggest opportunities for easing student concerns and for using this venue to teach exam skills. PMID:21393084

Certain Predictors in the Selection and Design of the New Media Environment for Learning and Teaching

ERIC Educational Resources Information Center

Matijevic, Milan; Opic, Siniša

2016-01-01

In Croatian classrooms it is possible to observe teaching scenarios that follow the features of constructivist and traditional teaching theories and many variants and combinations of teaching didactics that are student centered and those that are teacher centered. Teachers struggle to find their way in the selection and design of a media…

Using Student Competition Field Trips to Increase Teaching and Learning Effectiveness

ERIC Educational Resources Information Center

Galbraith, John M.

2012-01-01

Teaching and learning effectiveness may be enhanced in small-class settings where teachers can tailor materials and methods to individuals. Preparing students ahead of time for a week-long field trip to a new area that involves student-centered learning and a competition to promote student engagement should offer educational advantages. This…

[Teaching practices and learning strategies in health careers].

PubMed

Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

2016-09-01

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

[Considerations and ideas on teaching reform of stomatology for cultivating innovative talents of high quality].

PubMed

Zheng, Jia-wei; Cao, Xia; Feng, Xi-ping; Zhang, Zhi-yuan; Zhang, Jian-zhong

2009-10-01

The past decade has shown increasing demands for reforming dental education that would produce a graduate better equipped to work in the rapidly changing world of the twenty-first century. With the rapid development of social economy and more and more fierce competitive environment, teaching reform on stomatology is imperative nowadays. The existing curriculum of courses, teaching method, teaching medium, and mode of training must be improved and innovated based on cultivation of innovative talents with all-round development of moral, intellectual, physical, and aesthetic education. All the teaching should be student-centered rather than teacher-centered, with the purpose of enhancing the students' research ability, English ability, and clinical skills.

Indigenous-Centered Pedagogies: Strategies for Teaching Native American Literature and Culture

ERIC Educational Resources Information Center

Portillo, Annette

2013-01-01

As a reflection on pedagogy, this essay seeks to provide strategic tools for teaching Native American literature and culture to non-native students. My teaching philosophy is informed by the indigenous-centered, decolonial methodologies as defined by Devon Mihesuah who calls for "indigenizing" the academy by challenging the status quo…

Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

NASA Astrophysics Data System (ADS)

Justice, Nicola

Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research on GTA professional development focuses on structured activities (e.g., courses, workshops) that have been developed to improve GTAs' pedagogy and content knowledge. Few studies take into account the social contexts of GTAs' professional development. However, GTAs perceive their social interactions with other GTAs to be a vital part of their preparation and support for teaching (e.g., Staton & Darling, 1989). Communities of practice (CoPs) are one way to bring together the study of the social contexts and structured activities of GTA professional development. CoPs are defined as groups of practitioners who deepen their knowledge and expertise by interacting with each other on an ongoing basis (e.g., Lave & Wenger, 1991). Graduate students may participate in CoPs related to teaching in many ways, including attending courses or workshops, participating in weekly meetings, engaging in informal discussions about teaching, or participating in e-mail conversations related to teaching tasks. This study explored the relationship between statistics graduate students' experiences in CoPs and the extent to which they hold student-centered teaching beliefs. A framework for characterizing GTAs' experiences in CoPs was described and a theoretical model relating these characteristics to GTAs' beliefs was developed. To gather data to test the model, the Graduate Students' Experiences Teaching Statistics (GETS) Inventory was created. Items were written to collect information about GTAs' current teaching beliefs, teaching beliefs before entering their degree programs, characteristics of GTAs' experiences in CoPs, and demographic information. Using an online program, the GETS Inventory was administered to N =218 statistics graduate students representing 37 institutions in 24 different U.S. states. The data gathered from the national survey suggest that statistics graduate students often experience CoPs through required meetings and voluntary discussions about teaching. Participants feel comfortable disagreeing with the people they perceive to be most influential on their teaching beliefs. Most participants perceive a faculty member to have the most influential role in shaping their teaching beliefs. The survey data did not provide evidence to support the proposed theoretical model relating characteristics of experiences in CoPs and beliefs about teaching statistics. Based on cross-validation results, prior beliefs about teaching statistics was the best predictor of current beliefs. Additional models were retained that included student characteristics suggested by previous literature to be associated with student-centered or traditional teaching beliefs (e.g., prior teaching experience, international student status). The results of this study can be used to inform future efforts to help promote student-centered teaching beliefs and teaching practices among statistics GTAs. Modifications to the GETS Inventory are suggested for use in future research designed to gather information about GTAs, their teaching beliefs, and their experiences in CoPs. Suggestions are also made for aspects of CoPs that might be studied further in order to learn how CoPs can promote teaching beliefs and practices that support student learning.

Student teaching and research laboratory focusing on brain-computer interface paradigms--A creative environment for computer science students.

PubMed

Rutkowski, Tomasz M

2015-08-01

This paper presents an applied concept of a brain-computer interface (BCI) student research laboratory (BCI-LAB) at the Life Science Center of TARA, University of Tsukuba, Japan. Several successful case studies of the student projects are reviewed together with the BCI Research Award 2014 winner case. The BCI-LAB design and project-based teaching philosophy is also explained. Future teaching and research directions summarize the review.

The Effectiveness of Active and Traditional Teaching Techniques in the Orthopedic Assessment Laboratory

ERIC Educational Resources Information Center

Nottingham, Sara; Verscheure, Susan

2010-01-01

Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations…

Learning to Teach: Alternatives to Trial by Fire

ERIC Educational Resources Information Center

Trautmann, Nancy M.

2008-01-01

The traditional presumption in higher education that subject-matter knowledge is sufficient for effective teaching is breaking down. One cause of this change is the growing knowledge about how people learn, a consequence of which is a heightened focus on student-centered teaching practices. Another is the increasing diversity of students seeking…

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching.

PubMed

Marbach-Ad, Gili; Hunt Rietschel, Carly

2016-01-01

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. © 2016 G. Marbach-Ad and C. H. Rietschel. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

An Ecosystem Approach to Invasive Species Management: An Aquatic Ecosystem Case Study

ERIC Educational Resources Information Center

Villamagna, A. M.; Karpanty, S. M.

2009-01-01

College students in natural resources continue to encounter instructor-centered teaching, despite strong evidence that suggests active-learning experiences benefit students more than passive learning activities. Case studies provide an active-learning alternative to lectures by teaching students new content and challenging them to engage in…

The transformation of science and mathematics content knowledge into teaching content by university faculty

NASA Astrophysics Data System (ADS)

Flynn, Natalie P.

This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to 'think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the 'side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom. (Abstract shortened by UMI.).

Reconfiguring REU programs to build links between institutions is an efficiient way of expanding student participation in research.

NASA Astrophysics Data System (ADS)

Halpern, J. B.

2016-12-01

There is good evidence that STEM career recruiting would be bettered by a shift in REU programs from an individual student focus to building institutional links with faculty participation. This would improve recruiting, duration and the scientific productivity of the REU system. Student commitment would benefit from a more sophisticated and productive project that this would enable as would research groups and mentors at all institutions. Such programs build long lasting links between the institutions and individual faculty. For teaching institutions, scientifically centered collaborations bring faculty and students into the research culture. Faculty who teach at such institutions will maintain their research skills as well as their links to the field and gain respect both internally and externally. Visibility of the collaboration at the non-research centered institution will attract other students into the area. An on-going collaboration offers benefits to the research institution as well. First, recruitment becomes less hit and miss because the partners have observed and taught their students. Second partners will provide appropriate training and context before the summer starts for new students. Third, the availability of partners to help mentoring the students during the summer and into the academic year makes it easier for graduate students, post-docs and the research university faculty as well. Fourth, a good collaboration builds respect and understanding on all sides, which, since many in the research group will go on to teach at teaching centered institutions is important. Building respect for transfer students from Community Colleges and smaller teaching institutions among the research faculty is another benefit. I will describe programs that I have designed an led that successfully implement these ideas.

The Usability of WeChat as a Mobile and Interactive Medium in Student-Centered Medical Teaching

ERIC Educational Resources Information Center

Wang, Juan; Gao, Furong; Li, Jiao; Zhang, Jieping; Li, Siguang; Xu, Guo-tong; Xu, Lei; Chen, Jianjun; Lu, Lixia

2017-01-01

Biochemistry and cellular biology courses for medical students at Tongji University include the assessment that provides students with feedback to enhance their learning, which is a type of formative assessment. However, frequent instant feedback and guidance for students is often absent or inconsistently included in the teaching process. WeChat,…

The relationship between teaching styles and motivation to teach among physical education teachers.

PubMed

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive styles than productive styles.Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles.Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles.

The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

PubMed Central

Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

2012-01-01

This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. Teachers' autonomous motivation is related to student-centered teaching styles and not autonomously motivated teachers adopt more teacher-centered teaching styles. Intrinsic and introjected motivations were significantly higher among PE teachers using frequently productive teaching styles. PMID:24137068

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures.

PubMed

Zhang, Zhiren; Liu, Wei; Han, Junfeng; Guo, Sheng; Wu, Yuzhang

2013-01-28

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students' and teachers' perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.

A Treasure Chest of Primary Learning Center Ideas.

ERIC Educational Resources Information Center

Kessler, Margaret; Kessler, John

Defining a learning center as a classroom area containing several learning stations where students may work independently with materials which teach, reinforce, or enrich their skills, this guide presents a number of ideas for use in the visual motivation display area of such a center. Suggestions for displays for the various teaching stations are…

Cocreating Value in Teaching and Learning Centers

ERIC Educational Resources Information Center

Schumann, David W.; Peters, John; Olsen, Taimi

2013-01-01

The advent of faculty development centers that focus on the improvement of teaching skills and better understanding of student learning concepts dates back to the 1960s. These centers were initiated from a realization that the effectiveness of a faculty member resulted from growth and maturity over time and that certain support systems were…

Mapping Beliefs about Teaching to Patterns of Instruction within Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Allendoerfer, Cheryl; Wilson, Denise; Kim, Mee Joo; Burpee, Elizabeth

2014-01-01

In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-,…

A Comparison of Delivery Formats to Encourage Student-Centered Learning in a Power Engineering Technology Course

ERIC Educational Resources Information Center

Turner, Mathew J.; Webster, Rustin D.

2017-01-01

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped…

Promoting Physical Understanding through Peer Mentoring

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Huesmann, A.; Hooper, E.; Moore, C.; Watson, L.; Trestrail, A.; Weber, J.; Timbie, P.; Jacob, A.

2015-12-01

The Physics Learning Center at the University of Wisconsin-Madison provides a supportive learning community for students studying introductory physics, as well as teaching and leadership experience for undergraduate Peer Mentor Tutors who receive extensive training and supervision. Many of our Peer Tutors were former Physics Learning Center participants. A central goal of the Physics Learning Center is to address achievement/equity gaps (e.g. race, gender, socio-economic status, disability, age, transfer status, etc.) for undergraduate students pursuing majors and coursework in STEM fields. Students meet twice a week in small learning teams of 3-8 students, facilitated by a trained Peer Mentor Tutor or staff member. These active learning teams focus on discussing core physical concepts and practicing problem-solving. The weekly training of the tutors addresses both teaching and mentoring issues in science education such as helping students to build confidence, strategies for assessing student understanding, and fostering a growth mindset. A second weekly training meeting addresses common misconceptions and strategies for teaching specific physics topics. For non-science majors we have a small Peer Mentor Tutor program for Physics in the Arts. We will discuss the Physics Learning Center's approaches to promoting inclusion, understanding, and confidence for both our participants and Peer Mentor Tutors, as well as examples from the geosciences that can be used to illustrate introductory physics concepts.

Teaching Arrangements of Carbohydrate Metabolism in Biochemistry Curriculum in Peking University Health Science Center

ERIC Educational Resources Information Center

Chen, Hao; Ni, Ju-Hua

2013-01-01

Biochemistry occupies a unique place in the medical school curricula, but the teaching of biochemistry presents certain challenges. One of these challenges is facilitating students' interest in and mastery of metabolism. The many pathways and modes of regulation can be overwhelming for students to learn and difficult for professors to teach in an…

Five C Framework: A Student-Centered Approach for Teaching Programming Courses to Students with Diverse Disciplinary Background

ERIC Educational Resources Information Center

Tom, Mary

2015-01-01

The already existing complexities of teaching and learning computer programming are increased where students are diverse in their disciplinary backgrounds, language skills, and culture. Learners experience emotional issues of anxiety, fear or boredom. Identifying opportunities for improvement and applying theoretical and empirical evidence found…

Information and psychomotor skills knowledge acquisition: A student-customer-centered and computer-supported approach.

PubMed

Nicholson, Anita; Tobin, Mary

2006-01-01

This presentation will discuss coupling commercial and customized computer-supported teaching aids to provide BSN nursing students with a friendly customer-centered self-study approach to psychomotor skill acquisition.

Interactive, Learner-Centered Methods of Teaching Mathematics

ERIC Educational Resources Information Center

Alsardary, Salar; Blumberg, Phyllis

2009-01-01

We describe a learner-centered upper-level mathematics course where the students present the material to the class instead of the instructor, and the students make presentations on applied topics at the regional MAA meeting. After take-home examinations the students can discuss their answers one-on-one with the instructor. The students liked the…

Teaching Chemical Engineers about Teaching

ERIC Educational Resources Information Center

Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie

2013-01-01

The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

PubMed Central

2013-01-01

Background The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. Methods 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Results Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. Conclusions While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers. PMID:23356717

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

PubMed Central

Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

Learner Centered Teaching: Putting the Research on Learning into Practice

ERIC Educational Resources Information Center

Doyle, Terry

2011-01-01

This book presents the research-based case that Learner Centered Teaching (LCT) offers the best means to optimize student learning in college, and offers examples and ideas for putting it into practice, as well the underlying rationale. It also starts from the premise that many faculty are much closer to being learner centered teachers than they…

Mathematics Teachers' Beliefs about Inquiry-Based Learning after a Professional Development Course--An International Study

ERIC Educational Resources Information Center

Maass, Katja; Swan, Malcolm; Aldorf, Anna-Maria

2017-01-01

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional…

Theory to practice: A study of science teachers' pedagogical practices as measured by the Science Teacher Analysis Matrix (STAM) and Teacher Pedagogical Philosophy Interview (TPPI)

NASA Astrophysics Data System (ADS)

Brown, Sherri Lynne

This study continued research previously conducted by a nine-university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and actions with regard to inquiry instruction. Science education reform efforts require that students learn science via inquiry. The purpose of this study was to determine and classify espoused teaching beliefs and observable teaching style. Reported are linkages between the teachers' beliefs and styles, influential coursework from College of Education and College of Liberal Arts, and outcomes of increased classroom experience. Eight participants were chosen from three separate preservice science education cohorts. Inquiry efforts require a student-centered environment as opposed to the traditional teacher-centered environment. According to the 1997 Salish I Research Collaborative, beginning teachers displayed a stark contrast between their student centered beliefs to their teacher-centered actions. The limitations of this study were as follows: (1) the participants had completed the authentic research-based inquiry science course, Knowing and Teaching Science: Just Do It; (2) the participants were currently teaching science at the secondary level; (3) the selected instruments were used in the Salish I Research Collaborative Study, and (4) instrument validity and reliability data were not available. Interview data from the Teacher Pedagogical Philosophy Interview (TPPI) instrument and observational data from the Secondary Science Teacher Analysis Matrix (STAM) instrument were statistically compiled via concept maps and matrices. Data were then represented on an ordinal scale. Interview results indicated that 87.5% of the participants professed a teacher-centered style with regard to teacher and student's actions. Observational results indicated that 56% of the participants displayed a teacher-centered style with regard to content, teacher's actions, student's actions, resources, and environment. Additionally, 36% of the participants displayed a conceptual style, which has characteristics of both teacher and student-centered domains. Linkages between the interview and observational data were unexpected due to the fact that participants professed a slightly greater teacher-centered style along the inquiry instruction continuum than what they actually practiced. This study reported congruity between what the participants believed and what they practiced. A negligible change regarding inquiry beliefs and instruction was discovered among the three cohorts as years of teaching experience increased.

The Effect of Planetariums on Teaching Specific Astronomy Concepts

ERIC Educational Resources Information Center

Türk, Cumhur; Kalkan, Hüseyin

2015-01-01

This study aimed to determine students' knowledge levels related to specific astronomy concepts and the effect of a planetarium environment on teaching. The study sample included seventh-grade (12-13 years old) students. For this purpose, 240 students of various socioeconomic and cultural levels from six schools (two in the city center, two…

Contextualize Technical Writing Assessment to Better Prepare Students for Workplace Writing: Student-Centered Assessment Instruments

ERIC Educational Resources Information Center

Yu, Han

2008-01-01

To teach students how to write for the workplace and other professional contexts, technical writing teachers often assign writing tasks that reflect real-life communication contexts, a teaching approach that is grounded in the field's contextualized understanding of genre. This article argues to fully embrace contextualized literacy and better…

Unexpected Answers: Case Study of a Student Teacher Derailing in a Math Lesson.

ERIC Educational Resources Information Center

Nilssen, Vivi; And Others

An analysis of a student teacher's lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create…

Leadership Learning through Student-Centered and Inquiry-Focused Approaches to Teaching Adaptive Leadership

ERIC Educational Resources Information Center

Haber-Curran, Paige; Tillapaugh, Daniel

2013-01-01

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and…

Active Learning Environment with Lenses in Geometric Optics

ERIC Educational Resources Information Center

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

IEDC Method: A New Approach to Promote Students' Communicative Competence?

ERIC Educational Resources Information Center

Cai, Cui-yun

2007-01-01

IEDC is an acronym from interaction of English dormitory and class teaching. It is a new, student-centered teaching approach intended for non-English majors in China. This articles states that communicative competence can be developed through various means of cooperative learning.

Scrum-Based Learning Environment: Fostering Self-Regulated Learning

ERIC Educational Resources Information Center

Linden, Tanya

2018-01-01

Academics teaching software development courses are experimenting with teaching methods aiming to improve students' learning experience and learning outcomes. Since Agile software development is gaining popularity in industry due to positive effects on managing projects, academics implement similar Agile approaches in student-centered learning…

Navigating complex patients using an innovative tool: the MTM Spider Web.

PubMed

Morello, Candis M; Hirsch, Jan D; Lee, Kelly C

2013-01-01

To introduce a teaching tool that can be used to assess the complexity of medication therapy management (MTM) patients, prioritize appropriate interventions, and design patient-centered care plans for each encounter. MTM patients are complex as a result of multiple comorbidities, medications, and socioeconomic and behavioral issues. Pharmacists who provide MTM services are required to synthesize a plethora of information (medical and nonmedical), evaluate and prioritize the clinical problems, and design a comprehensive patient-centered care plan. The MTM Spider Web is a visual tool to facilitate this process. A description is provided regarding how to build the MTM Spider Web using case-based scenarios. This model can be used to teach pharmacists, health professional students, and patients. The MTM Spider Web is an innovative teaching tool that can be used to teach pharmacists and students how to assess complex patients and design a patient-centered care plan to deliver the most appropriate medication therapy.

Spanish for You: Student-Centered and Languages for Specific Purposes Methods in Lower-Division Spanish

ERIC Educational Resources Information Center

Martinsen, Rob A.

2015-01-01

This article investigates a project that used student-centered teaching and languages for specific purposes to increase university students' motivation to study Spanish and willingness to communicate. After reflecting on their personal goals and interests, students were required to choose a purpose or context in which they might use Spanish in…

[Exploration and practice in the construction of curriculum on epidemiology in preventive medicine].

PubMed

Zhu, Y M; Le, Y L; Yu, Y X; Wang, J B; Jin, M J; Tang, M L; Chen, K

2017-12-10

Epidemiology is one of main courses for undergraduate students majoring in preventive medicine. There are some limitations in the traditional epidemiology teaching, which is usually characterized in indoctrinated education: "lectured by the teachers and listened by the students." In Zhejiang University, staff of the epidemiology division tried to explore a new teaching mode as 'student-centered, teacher-leading, question-based, and combining with literature discussion and course practice.' After practicing for two years, students were inspired in learning initiatives, with teaching effectiveness obviously improved.

A critical appraisal of holistic teaching and its effects on dental student learning at University of Bergen, Norway.

PubMed

Berge, Morten E; Berg, Einar; Ingebrigtsen, Jana

2013-05-01

The curriculum of the dental faculty at the University of Bergen, Norway, was revised and a new curriculum implemented in 1998 based on the principles of holistic teaching and patient-centered treatment. The first candidates graduated in 2003. The change of curricula, experience gained, and lack of an evidence base for holistic teaching justify a general discussion of all relevant aspects associated with this approach. The purpose of this article was to make a contribution towards such a discussion. A PubMed search regarding holistic teaching in dentistry was performed. Of the 211 entries on holistic teaching, few discussed holism in depth; none reported outcome measures comparing old and new curricula. Data collected from students graduating in 2003 (new curriculum) and 2000 (old curriculum) on their satisfaction with the teaching comprise a possible outcome measure. In most respects, using prosthodontics as an example, no differences between the two groups of students were found. Students studying under the new holistic curriculum were less satisfied than those studying under the old one regarding the number of available teachers and teachers' feedback on student performance. Both holistic teaching/patient-centered treatment and a more traditional subject-specific approach have advantages and disadvantages, and neither can be practiced in its pure form for ethical and practical reasons. The quantitative results of this study did not support the hypothesis that holism improved students' satisfaction with the teaching. A wide discussion of holism in dental education is needed, along with outcome measures when curricula are changed.

A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology.

PubMed

Rezende-Filho, Flávio Moura; da Fonseca, Lucas José Sá; Nunes-Souza, Valéria; Guedes, Glaucevane da Silva; Rabelo, Luiza Antas

2014-09-15

Teaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student's active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology. After having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology. Along the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles. The proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students' active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.

Using Interactive Video-Based Teaching to Improve Nursing Students' Ability to Provide Patient-Centered Discharge Teaching.

PubMed

Blazeck, Alice M; Katrancha, Elizabeth; Drahnak, Dawn; Sowko, Lucille Ann; Faett, Becky

2016-05-01

Nursing students rarely are afforded the opportunity to provide discharge teaching in the acute care environment, especially at the sophomore level. Three video modules were developed that presented examples of effective and ineffective education for patients with complex chronic conditions. Students viewed modules during postconference using portable technology. A training manual that included objectives, lesson plans, evidence-based teaching points, and a discussion model guided presentation. The modules were presented to 216 sophomore nursing students. Following course completion, 20 students and 10 faculty were randomly selected to participate in two focus groups. Students commented positively on the format and illustration of effective teaching. Faculty rated the teaching strategy positively and the format as easy to use. Interactive video modules can be used to foster patient teaching skills early in the nursing curriculum. Future studies are needed to evaluate the ability to transfer skills learned to the clinical setting. [J Nurs Educ. 2016;55(5):296-299.]. Copyright 2016, SLACK Incorporated.

Trapped by Inflexible Mechanisms. Commentary on Martell, C. (1972). Age of Creative Insecurity: Student-Centered Learning. (Journal of Education for Librarianship, 15(2),112-120)

ERIC Educational Resources Information Center

Chu, Clara M.

2015-01-01

Student-centered learning was the pedagogical approach that was tried but found wanting in Charles Martell's classroom; the experience which he describes in his 1972 "JELIS" article. Persuaded by research accounts that student-centered teaching was more effective in stimulating critical thinking, he sought to apply it to enhance graduate…

A Brief Study on Autonomous Learning Mode in Self-study Center Based on Web

NASA Astrophysics Data System (ADS)

Tian, Xian Zhi

In the paper, the author has studied the autonomous learning ability and its reform of linguistic-major students. All of the studies are based on web in self-study center. As for the author, she has used the method of comparison and at the same time, she also used showing examples. In order to show the views clearly, the author has made investigation in English major and law major students. Thus she thinks that teaching reform is necessary for development of students and some effective ways can be used in improving teaching efficiency.

The efficacy of student-centered instruction in supporting science learning.

PubMed

Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

2012-10-05

Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

Creating the learning situation to promote student deep learning: Data analysis and application case

NASA Astrophysics Data System (ADS)

Guo, Yuanyuan; Wu, Shaoyan

2017-05-01

How to lead students to deeper learning and cultivate engineering innovative talents need to be studied for higher engineering education. In this study, through the survey data analysis and theoretical research, we discuss the correlation of teaching methods, learning motivation, and learning methods. In this research, we find that students have different motivation orientation according to the perception of teaching methods in the process of engineering education, and this affects their choice of learning methods. As a result, creating situations is critical to lead students to deeper learning. Finally, we analyze the process of learning situational creation in the teaching process of «bidding and contract management workshops». In this creation process, teachers use the student-centered teaching to lead students to deeper study. Through the study of influence factors of deep learning process, and building the teaching situation for the purpose of promoting deep learning, this thesis provide a meaningful reference for enhancing students' learning quality, teachers' teaching quality and the quality of innovation talent.

A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

NASA Astrophysics Data System (ADS)

Mack, Michael Ryan

Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.

Learning effectiveness and satisfaction of international medical students: Introducing a Hybrid-PBL curriculum in biochemistry.

PubMed

Yan, Qiu; Ma, Li; Zhu, Lina; Zhang, Wenli

2017-07-08

A biochemistry course is a fundamental but important subject in medical education in China. In recent years, the number of international medical students has increased. Curriculum reform in biochemistry teaching is needed because of the knowledge limitations of students, a close linkage of biochemical content with clinics, the shortcomings of lecture-centered teaching, and the requirements for early clinical practice training and competence. In this study, we analyzed a novel curriculum reform, "Hybrid-PBL," which combined problem-based learning (PBL) with biochemistry lectures and was implemented for biochemical teaching at Dalian Medical University (DMU) in China. The change in curriculum affected 189 international medical students. This study selected two PBL cases concerning the basic biochemical issues of carbohydrate metabolism and liver biochemistry for the analysis, and ten examples of learning issues for each case were reported by the international students. A questionnaire was utilized to evaluate students' perceptions of the Hybrid-PBL, and examination scores were analyzed to assess the curriculum reform in biochemistry teaching. A statistical analysis revealed that the Hybrid-PBL curriculum was well accepted by the international students as an effective supplement to lecture-centered teaching programs. The students obtained more abilities, higher examination scores, and an improved understanding of biomedical information from the Hybrid-PBL program than from conventional teaching methods. Our study was an innovative trial that applied a PBL curriculum to the specific discipline of biochemistry and may provide a potential and promising new teaching method that can be widely utilized. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):336-342, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Effective Learner-Centered Approach for Teaching an Introductory Digital Systems Course

ERIC Educational Resources Information Center

Debiec, Piotr

2018-01-01

In the Internet era, students have increasingly lost interest in traditional lectures; as a consequence, their learning motivation and exam performance have decreased. The widespread adoption of learner-centered teaching methods that address this issue faces certain barriers, including: 1) the significant faculty effort necessary to prepare…

Tutoring Companies Take Over Remedial Teaching at Some Colleges.

ERIC Educational Resources Information Center

Gose, Ben

1997-01-01

Kaplan Educational Centers and Sylvan Learning Centers, private remedial instruction programs, are being used increasingly to move students through college remedial programs more quickly, either through oversight or teaching. One uses its own instructors; the other hires teachers already employed by client colleges. Some find the services…

Enhancing Students' Speaking Skills through Peer Team Teaching: A Student Centered Approach

ERIC Educational Resources Information Center

Vani, V. Vijaya

2016-01-01

The present paper attempts to establish that peer team teaching of a prescribed English lesson of 1st year B.Tech course by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed…

A Comparative Analysis of Computer-Assisted Instruction and Traditional Lecture Instruction for Administration and Management Topics in Physical Therapy Education

ERIC Educational Resources Information Center

Hyland, Matthew R.; Pinto-Zipp, Genevieve; Olson, Valerie; Lichtman, Steven W.

2010-01-01

Technological advancements and competition in student recruitment have challenged educational institutions to expand upon traditional teaching methods in order to attract, engage and retain students. One strategy to meet this shift from educator-directed teaching to student-centered learning is greater computer utilization as an integral aspect of…

Implementing Student-Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course

ERIC Educational Resources Information Center

Korte, Debra; Reitz, Nicholas; Schmidt, Shelly J.

2016-01-01

Informed by the latest research on how people learn, effective teachers address both aspects of the teaching-learning equation--they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of…

Use of Digital Game Based Learning and Gamification in Secondary School Science: The Effect on Student Engagement, Learning and Gender Difference

ERIC Educational Resources Information Center

Khan, Amna; Ahmad, Farzana Hayat; Malik, Muhammad Muddassir

2017-01-01

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major…

The Learner-Centered Paradigm of Education: Roles for Technology

ERIC Educational Resources Information Center

Reigeluth, Charles M.

2014-01-01

The learner-centered paradigm of education requires very different roles for technology, as well as for teachers and students, compared with the teacher-centered paradigm. Rather than almost exclusively serving the teacher for teaching, technology primarily serves the student for learning. It does so through four major roles: (1) keeping records…

High-Tech Playground: Cultural Center Journey Expands Student Horizons of Faith and Culture.

ERIC Educational Resources Information Center

Andersen, Colleen Curry

2003-01-01

Discusses how the John Paul II Cultural Center is an example of how Catholic educators have begun taking advantage of new teaching resources to help students understand their personal faith. Center contains hands-on and interactive journey to learning about Catholicism and the faiths of other people. (MZ)

Summer Research Experiences for Science and Art Teachers to Explore Astrobiology

NASA Astrophysics Data System (ADS)

Cola, J.; Gaucher, E.; Snell, T.; Greenwood, J.; Angra, A.; Zimmerman, C.; Williams, L. D.

2012-12-01

The Georgia Tech Center for Ribosomal Origins and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational program titled, "Life on the Edge: Astrobiology." The purpose of the program was to provide high school educators with the exposure, materials, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with undergraduate students interested in becoming a teacher through the NSF Pre-Teaching REU program. The GIFT and Pre-Teaching fellows investigated extremophiles, which became the focus of a week-long, "Life on the Edge: Astrobiology " summer program developed by three high school educators, two undergraduate students and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. Twenty high school students were introduced to hands-on activities, such as astrobiology inspired art and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact of the Astrobiology program on the GIFT researchers, Pre-Teaching REU students, high school students, and faculty are discussed.

Teaching Quality and Performance among Experienced Teachers in Malaysia

ERIC Educational Resources Information Center

Abd Hamid, Siti Rafiah; Syed Hassan, Sharifah Sariah; Ismail, Nik Ahmad Hisham

2012-01-01

The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teacher's effectiveness will not be a straight forward attempt by solely examining students' achievements or students' perceptions of their teachers' attributes. A careful…

Student-Centered Leadership. Jossey-Bass Leadership Library in Education

ERIC Educational Resources Information Center

Robinson, Viviane

2011-01-01

Student-Centered Leadership offers a timely and thoughtful resource for school leaders who want to turn their ideals into action. Written by educational leadership expert Viviane Robinson, the book shows leaders how they can make a bigger difference to the quality of teaching and learning in their school and ultimately improve their students'…

Incorporating Technologies into a Flexible Teaching Space

ERIC Educational Resources Information Center

Joy, Mike; Foss, Jonathan; King, Emma; Sinclair, Jane; Sitthiworachart, Jirarat; Davis, Rachel

2014-01-01

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student-centered facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically…

Teaching about Sexuality and Veiling in Islam

ERIC Educational Resources Information Center

Defibaugh, Amy; Krutzsch, Brett

2017-01-01

This article proposes strategies for teaching about sexuality in Islam through student-centered learning activities, such as self-reflection, multimedia presentations, and small group discussions. We focus on a diversity of perspectives related to veiling in Islam. The approaches we describe help students deconstruct and reevaluate common U.S.…

Revisiting and Revising the Apprenticeship of Observation

ERIC Educational Resources Information Center

Smagorinsky, Peter; Barnes, Meghan E.

2014-01-01

In this article, the authors present (Lortie's, D. C. (1975) construct of the apprenticeship of observation--what people learn about teaching from having been students in school--as fundamentally conservative. Students, see teachers "front stage and center like an audience viewing a play," thus learning about teaching in a manner that is…

A Multi-Level Examination of the Relationship between Student-Centered Faculty Teaching Culture and Spiritual Development in College

ERIC Educational Resources Information Center

Gehrke, Sean; Cole, Darnell

2017-01-01

The purpose of this study is to examine the extent to which faculty culture pertaining to student-centered pedagogy, student-faculty interactions, and faculty goals of enhancing spirituality is associated with spirituality in college students. While individual interactions with faculty have been the focus of spirituality research in recent years,…

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.

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

Teaching Prevention in Pediatrics.

ERIC Educational Resources Information Center

Cheng, Tina L.; Greenberg, Larrie; Loeser, Helen; Keller, David

2000-01-01

Reviews methods of teaching preventive medicine in pediatrics and highlights innovative programs. Methods of teaching prevention in pediatrics include patient interactions, self-directed learning, case-based learning, small-group learning, standardized patients, computer-assisted instruction, the Internet, student-centered learning, and lectures.…

Faculty Development for Fostering Clinical Reasoning Skills in Early Medical Students Using a Modified Bayesian Approach.

PubMed

Addy, Tracie Marcella; Hafler, Janet; Galerneau, France

2016-01-01

Clinical reasoning is a necessary skill for medical students to acquire in the course of their education, and there is evidence that they can start this process at the undergraduate level. However, physician educators who are experts in their given fields may have difficulty conveying their complex thought processes to students. Providing faculty development that equips educators with tools to teach clinical reasoning may support skill development in early medical students. We provided faculty development on a modified Bayesian method of teaching clinical reasoning to clinician educators who facilitated small-group, case-based workshops with 2nd-year medical students. We interviewed them before and after the module regarding their perceptions on teaching clinical reasoning. We solicited feedback from the students about the effectiveness of the method in developing their clinical reasoning skills. We carried out this project during an institutional curriculum rebuild where clinical reasoning was a defined goal. At the time of the intervention, there was also increased involvement of the Teaching and Learning Center in elevating the status of teaching and learning. There was high overall satisfaction with the faculty development program. Both the faculty and the students described the modified Bayesian approach as effective in fostering the development of clinical reasoning skills. Through this work, we learned how to form a beneficial partnership between a clinician educator and Teaching and Learning Center to promote faculty development on a clinical reasoning teaching method for early medical students. We uncovered challenges faced by both faculty and early learners in this study. We observed that our faculty chose to utilize the method of teaching clinical reasoning in a variety of manners in the classroom. Despite obstacles and differing approaches utilized, we believe that this model can be emulated at other institutions to foster the development of clinical reasoning skills in preclerkship students.

Making Mitosis Visible

ERIC Educational Resources Information Center

Williams, Michelle; Linn, Marcia C.; Hollowell, Gail P.

2008-01-01

The Technology-Enhanced Learning in Science (TELS) center, a National Science Foundation-funded Center for Learning and Teaching, offers research-tested science modules for students in grades 6-12 (Linn et al. 2006). These free, online modules engage students in scientific inquiry through collaborative activities that include online…

Assessing the Degree of Integrated Learner-Centered Instruction on Student Outcomes in a Large Non-Major Environmental Science Course

ERIC Educational Resources Information Center

Thompson, Ruthanne; Bolin, Greta; Coe, Alice

2012-01-01

The decision to employ learner-centered teaching methods, teacher-centered teaching methods, or whether to integrate the two within large lecture halls in higher education continues to be heavily researched and hotly debated. All, in one form or another, have been shown effective at varying levels, throughout a myriad of disciplines and across…

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

PubMed Central

Cheang, Kai I.

2009-01-01

Objectives To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. Methods The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students’ response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Results Compared to baseline, students’ intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. Conclusions The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course. PMID:19564985

Development of Science and Mathematics Education System Including Teaching Experience of Students in Local Area

NASA Astrophysics Data System (ADS)

Kage, Hiroyuki

New reformation project on engineering education, which is supported from 2005 to 2008FY by Support Program for Contemporary Educational Needs of Ministry of Education, Culture, Sports, Science and Technology, started in Kyushu Institute of Technology. In this project, teaching experience of students is introduced into the curriculum of Faculty of Engineering. In the curriculum students try to prepare teaching materials and to teach local school pupils with them by themselves. Teaching experience is remarkably effective for them to strengthen their self-dependence and learning motivation. Science Education Center, Science Laboratory and Super Teachers College were also organized to promote the area cooperation on the education of science and mathematics.

Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

ERIC Educational Resources Information Center

Harmon, Melissa Cameron

2017-01-01

Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

Teaching Reading in a Learning Assistance Center.

ERIC Educational Resources Information Center

Caverly, David

This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3)…

The Evolution of a Multi-Instructional Teaching Center (MITC) in a Metropolitan University System.

ERIC Educational Resources Information Center

Bell, David P.; Hayes, Edward J.; Hugetz, Edward T.; Ivancevich, John M.; Smith, Don N.; Woods, Molly R.

1998-01-01

The University of Houston (Texas) and its four campuses have adopted a "co-opetition" approach to create a multi-instructional teaching center to deliver educational programs and courses in the Houston metropolitan area. It has been found that citizens, legislators, administrators, faculty, and students all benefit, without sacrificing…

Commentary: What Does "Student-Centered" Mean and How Can It Be Implemented? A Systematic Perspective

ERIC Educational Resources Information Center

Costa, Manuel Joao

2013-01-01

Student-centered education is in the air. It is present in many reform agendas for higher education across every discipline and is shortlisted as an important goal for teaching and learning in many reports and recommendations of professional agencies and scientific societies. There is wide consensus that moving from teacher-centered to…

Finding the Center of Volume of the Forearm

ERIC Educational Resources Information Center

Klein, Stacy S.; Roselli, Robert J.

2008-01-01

A typical first-year physics course teaches students about the center of mass using both regular and irregularly shaped objects. Students often suspend an object in each of two dimensions from a string with the intersection determining the center of mass of the object. While these methods can be effective, they are not particularly exciting or…

Survey of Residents' Attitudes and Awareness Toward Teaching and Student Feedback

PubMed Central

Tuck, Keiran K.; Murchison, Charles; Flores, Christine; Kraakevik, Jeff

2014-01-01

Background Teaching medical students is an important component of residency; however, little is known about student feedback regarding resident teaching skills. Objective We sought to explore resident awareness of medical student feedback mechanisms and how feedback is obtained, and also identified attitudes about teaching more commonly found in residents who seek feedback. Methods We surveyed all resident physicians at a university-affiliated academic health center about awareness of student feedback regarding their teaching abilities, and their attitudes related to teaching that may impact whether residents seek feedback. Results Of 605 residents, 335 (55%) responded, with 72% (242 of 335) noting they did not formally review student feedback of their teaching with their advisor during regularly scheduled meetings, 42% (140 of 332) reporting they did not know of any formal feedback mechanisms, and 28.4% (95 of 334) reporting they had not received feedback from students in any format. Although only a quarter of residents solicit feedback always or often, more than half would like feedback always or often. Reported barriers to feedback included student apprehension, time constraints, and lack of a formal system. A majority of residents had positive attitudes toward teaching and felt that student feedback would help teaching ability and medical proficiency. Conclusions A large percentage of residents at 1 teaching institution reported not receiving feedback from students on their teaching abilities. Residents who did receive feedback were more likely to have actively solicited it. Overall, residents believe that this feedback from students would benefit their clinical and teaching performance. PMID:26140121

Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom

ERIC Educational Resources Information Center

Hofer, Mark; Swan, Kathleen Owings

2006-01-01

Educators are simultaneously bombarded with both calls to integrate technology in meaningful ways into their teaching and to promote more student-centered activities which combine both content learning and higher-order thinking. This is no small task given the range of student abilities and interests, the increasing emphasis on state standards and…

Medical Student Service Learning Program Teaches Secondary Students about Career Opportunities in Health and Medical Fields

ERIC Educational Resources Information Center

Karpa, Kelly; Vakharia, Kavita; Caruso, Catherine A.; Vechery, Colin; Sipple, Lanette; Wang, Adrian

2015-01-01

Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary…

A Study on the Progress toward Implementation of Learning-Centered Approaches at a Large Urban Community College

ERIC Educational Resources Information Center

Walters, Carmen Hawkins

2009-01-01

Faculty facing challenges of teaching students in a post-Katrina environment used learning-centered approaches to restore educational opportunities to its populations of hurricane-displaced students, the growing population of Hispanic students, and the business community. The study sought to determine if the faculty members had made progress…

So You're Thinking of Trying Problem Based Learning?: Three Critical Success Factors for Implementation

ERIC Educational Resources Information Center

Peterson, Tim O.

2004-01-01

Problem-based learning (PBL) shifts the traditional teaching paradigm. Rather than being teacher centered, PBL is student centered. Rather than presenting content first, PBL presents the problem first. Rather than presenting the students with a well-structured problem with a clear answer, PBL presents the students with an ill-structured problem…

Applying Learner-Centered Principles to Teaching Human Behavior in the Social Environment in a Baccalaureate Program

ERIC Educational Resources Information Center

Karolich, Robert; Ford, Janet

2013-01-01

Changes in the demographics of American undergraduate students must be addressed by changes in delivery of the curriculum. The learner-centered approach to education helps to recognize and integrate student diversity with class exercises and assignments designed to help students meet course learning outcomes. This article applies the American…

Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions

ERIC Educational Resources Information Center

Neo, Mai; Park, Heykyung; Lee, Min-Jae; Soh, Jian-Yuan; Oh, Ji-Young

2015-01-01

Educators today are moving towards transforming their teaching and learning methods from conventional teacher-centered approaches to student-centered learning approaches with the support of technology so as to better motivate students to participate and engage in their learning process. This study was developed as a joint collaborative effort…

Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators.

PubMed

Dybowski, Christoph; Sehner, Susanne; Harendza, Sigrid

2017-05-08

Being exposed to good teachers has been shown to enhance students' knowledge and their clinical performance, but little is known about the underlying psychological mechanisms that provide the basis for being an excellent medical teacher. Self-Determination Theory (SDT) postulates that more self-regulated types of motivation are associated with higher performance. Social Cognitive Theory (SCT) focuses on self-efficacy that has been shown to be positively associated with performance. To investigate the influences of different types of teaching motivation, teaching self-efficacy, and teachers' perceptions of students' skills, competencies and motivation on teaching quality. Before the winter semester 2014, physicians involved in bedside teaching in internal medicine at the University Medical Center Hamburg-Eppendorf completed a questionnaire with sociodemographic items and instruments measuring different dimensions of teaching motivation as well as teaching self-efficacy. During the semester, physicians rated their perceptions of the participating students who rated the teaching quality after each lesson. We performed a random intercept mixed-effects linear regression with students' ratings of teaching quality as the dependent variable and students' general interest in a subject as covariate. We explored potential associations between teachers' dispositions and their perceptions of students' competencies in a mixed-effects random intercept logistic regression. 94 lessons given by 55 teachers with 500 student ratings were analyzed. Neither teaching motivation nor teaching self-efficacy were directly associated with students' rating of teaching quality. Teachers' perceptions of students' competencies and students' general interest in the lesson's subject were positively associated with students' rating of teaching quality. Physicians' perceptions of their students' competencies were significantly positively predicted by their teaching self-efficacy. Teaching quality might profit from teachers who are self-efficacious and able to detect their students' competencies. Students' general interest in a lesson's subject needs to be taken into account when they are asked to evaluate teaching quality.

It's Your Move: Offering Seminars to Teach Strategy Games.

ERIC Educational Resources Information Center

Moore, Rhonda Bodine

1994-01-01

Gifted elementary students at the Center for Gifted Education in Columbia, Missouri, participated in a seminar designed to teach them the fundamentals of chess and other strategy board games. Students learned that beginning chess is accessible to everyone, learned problem solving and concentration, and created their own strategy board games. (JDD)

Enhancing the Experience of Student Teams in Large Classes: Training Teaching Assistants to Be Coaches

ERIC Educational Resources Information Center

Sargent, Leisa D.; Allen, Belinda C.; Frahm, Jennifer A.; Morris, Gayle

2009-01-01

To address the increasing demand for mass undergraduate management education and, at the same time, a greater emphasis on student teamwork, this study outlines the development, delivery, and evaluation of a training intervention designed to build team-coaching skills in teaching assistants. Specifically, "practice-centered" and…

Stereotype Threat-Based Diversity Programming: Helping Students While Empowering and Respecting Faculty

ERIC Educational Resources Information Center

Artze-Vega, Isis; Richardson, Leslie; Traxler, Adrienne

2014-01-01

As college student populations grow increasingly diverse, centers for teaching and learning are often charged with promoting inclusive teaching practices. Yet faculty cite many affective barriers to diversity training, and we often preach to the choir. These challenges led us to seek alternate routes for diversity programming, and stereotype…

Senior Humanities: Interdisciplinary Education in English and Religion.

ERIC Educational Resources Information Center

Perry, Douglas Ross

An interdisciplinary approach to teaching English and religion can eliminate some of the educational problems posed by each subject. Part one of this thesis presents a philosophy of education which suggests that confluent and student-centered methods of teaching can best develop creativity and, thus, lead to greater humanization of students. Part…

The Teaching of History: A Few Remarks to Latin American Historians.

ERIC Educational Resources Information Center

Price, Joedd

Present methods of high school and college instruction in history, namely, the instructor centered approaches, have made the study of history irrelevant for many students, and hence objectives for teaching history are seldom realized. Even good lectures, and most discussion classes, result in the student acting as a passive observer, never…

Teaching and Learning in the Era of the Common Core: An Introduction to the Project and the Nine Research Papers in the "Students at the Center" Series

ERIC Educational Resources Information Center

Jobs for the Future, 2012

2012-01-01

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of…

Navigating emotions and identity: Learning to teach science in a high needs school

NASA Astrophysics Data System (ADS)

Rose, Karen J.

As student populations in the United States become more diverse, teacher education programs are challenged to find innovative and effective ways to prepare teachers for the twenty-first century. However, the goal of "science for all" continues to elude many students in urban and high needs settings where science achievement gaps persist, teacher turnover is high, and novice teachers are often hired to fill those vacancies. Researchers have examined teachers' beliefs, attitudes, practices, as well as content and pedagogical knowledge and made progressive strides in illuminating the complexities of urban classrooms and how we can better prepare teachers for these settings. However, only recently have we begun to venture into the affective areas of teaching to investigate how these areas of human nature interact to influence instruction. This research follows three preservice teachers placed in a high needs school during their student teaching semester. In this case, a high need is described as a school with more than 30% of the students who meet the poverty criteria under section 1113(a)(f) of the Elementary and Secondary Education Act of 1965. This case study explored the connections between preservice teachers' emotions, identity and the implementation of student-centered science instruction during the participants' student teaching experience. Data collection included observations, interviews, and physical artifacts. The interviews included the Teachers' Pedagogical Philosophy Interview (Richardson & Simmons, 1994) and the Meta-Emotions Interview (Gottman, Katz & Hooven, 1997) as well as general interview questions that illuminated the participants' views on teaching, their emotions, life history and identity. Multiple naturalistic observations were used to describe the interactions between the preservice teachers and the students during the implementation of student-centered lessons. Physical artifacts included weekly journals and lesson plans. These artifacts will provide additional information regarding the implementation of the lessons. The study found that all of the novice teachers experienced frustration, but used different strategies to minimize those frustrations in the classroom. The most interesting commonality in their response to frustration was the participants' use of emotion regulation strategies while implementing student-centered instruction (Gross, 1998; Sutton, 2004), particularly self-talk, avoidance and reappraisal. However, in terms of the success of student-centered instruction, the more promising regulatory strategy seemed to be the reappraisal of student behaviors. Additionally, the study found that student teachers who were more comfortable with ambiguity and their own instructional progress as improvement rather than "perfection" were able to maintain a more positive outlook on teaching as a future career. Although this study sought to look at the influence of race and class on the implementation of student-centered instruction, these factors did not appear to be the essential aspect of the struggles the novices had in enacting instruction, rather it was their ability to move beyond the differences between themselves and their student that emerged. The findings indicate that the difficulties novice teachers experience when enacting student-centered instruction can be productive if they can be taught to respond to these difficulties and the emotions that may accompany the difficulties, by employing emotion regulation strategies. These insights may inform the design of teacher preparation programs to include instructional events that support social and emotional competence for building teacher resilience in novices. This approach shows promise in more effectively preparing science teachers to be successful in enacting ambitious instruction in high needs settings.

Improving Relationships: Serving up a Slice of "Enemy Pie"

ERIC Educational Resources Information Center

Hall, P. Cougar; McIntyre, Emily

2011-01-01

The "14 Characteristics of Effective Health Education Curricula" identified by the Centers for Disease Control and Prevention, Division of Adolescent and School Health promote teaching ideas designed to personalize information and engage students through activities which are both student centered and interactive. Effective health education efforts…

Teaching ASTRO 101 Students the Art of Scientific Argumentation

NASA Astrophysics Data System (ADS)

Schleigh, Sharon P.; Slater, Stephanie; Slater, Timothy F.

2016-01-01

Going beyond asking students to simply memorize facts about the universe, a longstanding challenge in teaching astronomy centers on successfully teaching students about the nature of science. As introductory astronomy survey courses, known widely as ASTRO 101, can sometimes be the last science course non-science majoring undergraduates take, many faculty hope to emphasize the scientific enterprise as a broad field in inquiry making valuable contributions to civilization as a whole, rather than as an isolated study of objects far from Earth. Scholars have long proposed that an understanding of the nature of science as a human endeavor requires explicit instruction. In other words, students successfully learning the facts of astronomy does not in any way ensure that students will learn anything about the nature of how astronomy is done. In a purposeful effort to improve students' understanding about the practices and discourse of astronomy, scholars working with the CAPER Center for Astronomy & Physics Education research are developing a suite of carefully designed instructional sequences—called Scientific Argumentation—focused on teaching students the differences between data and evidence, how to communicate and defend evidence-based conclusions, and how to be informed skeptics of scientific claims. Early results show students moving from naïve understandings of scientific practices to more informed understandings as well as demonstrating enhanced value for science in general as an worthwhile human endeavor with far reaching benefits.

Selected Papers from the National Conference on College Teaching and Learning (6th, Jacksonville, Florida, April 5-8, 1995).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of…

Questionnaire Evaluating Teaching Competencies in the University Environment. Evaluation of Teaching Competencies in the University

ERIC Educational Resources Information Center

Moreno-Murcia, Juan Antonio; Silveira Torregrosa, Yolanda; Belando Pedreño, Noelia

2015-01-01

The objective of this study was to design and validate a measuring instrument to evaluate the performance of university professors. The Evaluation of Teaching Performance (CEID [Centro de Estudios e Investigaciones Docentes (Center for Teaching Studies and Research)]) questionnaire was administered to 1297 university students. Various factor…

Getting a Handle on the Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Jones, Barbara; Tobiason, Glory; Chang, Sandy; Heritage, Margaret; Herman, Joan

2015-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

Practicing Learner-Centered Teaching: Pedagogical Design and Assessment of a Second Life Project

ERIC Educational Resources Information Center

Schiller, Shu Z.

2009-01-01

Guided by the principles of learner-centered teaching methodology, a Second Life project is designed to engage students in active learning of virtual commerce through hands-on experiences and teamwork in a virtual environment. More importantly, an assessment framework is proposed to evaluate the learning objectives and learning process of the…

A Design for the Teacher Education Center.

ERIC Educational Resources Information Center

McCrory, David L., Ed.

The Middle School in Beachwood is a unique site for a teaching center due to its open-space architecture, its team teaching organization, and its flexible curriculum. The faculty of the Middle School are utilized as supervisors of teacher education students with the belief that such work is of tangible benefit for the children in the Middle…

Strengthening Resistance Self-Efficacy: Influence of Teaching Approaches and Gender on Different Consumption Groups

ERIC Educational Resources Information Center

Heyne, Thomas; Bogner, Franz X.

2009-01-01

Our study focused on strengthening the individual self-efficacy of low achieving 8th graders reducing drug-specific peer pressure through theoretical and practical training. The subject of the intervention was based on a substance-specific life skills program offering both teacher-centered and student-centered teaching approaches. A cluster…

Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

ERIC Educational Resources Information Center

Heyne, Thomas; Bogner, Franz X.

2013-01-01

Our study focused on an educational intervention designed to increase the self-esteem of low-achieving eighth graders. The intervention was a substance-specific life skills program built upon teacher-centered versus student-centered teaching methods. A cluster analysis identified four consumption groups prior to the intervention: A potentially…

ERIC/ChESS: Teaching World History Today.

ERIC Educational Resources Information Center

Seiter, David M.

1989-01-01

Lists and describes some resources on teaching world history that are available from the Educational Resource Information Center (ERIC). Articles cover periodization, humanistic approaches, hierarchical organization of knowledge, skills in world history, teaching about Japan to students in Texas, Oklahoma, and Louisiana, global history, and a…

The Experimental Teaching Reform in Biochemistry and Molecular Biology for Undergraduate Students in Peking University Health Science Center

ERIC Educational Resources Information Center

Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

2015-01-01

Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and…

LinguaFolio Goal Setting Intervention and Academic Achievement: Increasing Student Capacity for Self-Regulated Learning

ERIC Educational Resources Information Center

Clarke, Oxana D.

2013-01-01

In the last few decades there has been a shift from thinking less about teaching and more about learning. Such a paradigm shift from teacher-centered to student-centered instruction requires students to think about their own learning and to monitor their own learning development and language achievement. Researchers have identified goal setting…

Student-Centered Designs of Pan-African Literature Courses

ERIC Educational Resources Information Center

M'Baye, Babacar

2010-01-01

A student-centered teaching methodology is an essential ingredient of a successful Pan-African literary course. In this article, the author defines Pan-Africanism and how to go about designing a Pan-African literature course. The author combines reading assignments with journals, film presentations, and lectures in a productive learning…

Enhancing Reading Comprehension with Student-Centered iPad Applications

ERIC Educational Resources Information Center

Moon, Andria L.; Wold, Cheryl M.; Francom, Gregory M.

2017-01-01

Reading comprehension, or understanding the author's message, is a critical component of teaching literacy (Hougen and Smartt 2012). Student-centered activities using the iPad with the goal of improving reading comprehension in a fifth-grade classroom were implemented for this action research study. University teacher candidates guided fifth-grade…

Age of Creative Insecurity: Student-Centered Learning. Historical Paper 7

ERIC Educational Resources Information Center

Martell, Charles

2015-01-01

Trapped by inflexible mechanisms, many institutions are unable to adapt smoothly to the changing expectations and needs of their clients. Our educational system is particularly out-of-sync. Student-centered teaching--participative education--through unstructuring is one method for encouraging a flexible, creative, classroom environment. However,…

Innovations in Student-Centered Interdisciplinary Teaching for General Education in Aging

ERIC Educational Resources Information Center

Damron-Rodriguez, JoAnn; Effros, Rita

2008-01-01

The University of California-Los Angeles (UCLA) General Education "Clusters" are innovations in student-centered undergraduate education focused on complex phenomena that require an interdisciplinary perspective. UCLA gerontology and geriatric faculty recognized the opportunity to introduce freshmen to the field of aging through this new…

Visualizing Communication Structures in Science Classrooms: Tracing Cumulativity in Teacher-Led Whole Class Discussions

ERIC Educational Resources Information Center

Lehesvuori, Sami; Viiri, Jouni; Rasku-Puttonen, Helena; Moate, Josephine; Helaakoski, Jussi

2013-01-01

Teacher-led whole class discussions are essential when it comes to guiding students' construction of knowledge, and recent studies on teaching and learning emphasize the need for more student-centered teaching methods. In previous studies, the extent to which different types of communication take place in the classroom have been extensively…

Identifying Research-Based Teaching Strategies in Reading to Close the Achievement Gap for Low Socio-Economic Children in Texas

ERIC Educational Resources Information Center

Brownlee, Steven Albert

2013-01-01

This study examined the effects of scientifically research based (SRB) teaching strategies on the learning of students living in poverty in a Educational Service Center (ESC) Region VI of East Texas. By interviewing teachers within academically successful campuses with high economically disadvantaged student populations, an accurate assessment was…

Teaching Physical Education to Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Menear, Kristi Sayers; Smith, Shannon C.

2011-01-01

The U.S. Centers for Disease Control and Prevention (2007) estimates that one in every 110 children is affected by an autism spectrum disorder (ASD). The prevalence of ASDs makes it very likely that every physical education teacher is teaching at least one student with an ASD. This article will provide physical educators with a brief overview of…

Physics Myth Busting: A Lab-Centered Course for Non-Science Students

ERIC Educational Resources Information Center

Madsen, Martin John

2011-01-01

There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic…

An Evaluation of the Conditions, Processes, and Consequences of Laptop Computing in K-12 Classrooms

ERIC Educational Resources Information Center

Cavanaugh, Cathy; Dawson, Kara; Ritzhaupt, Albert

2011-01-01

This article examines how laptop computing technology, teacher professional development, and systematic support resulted in changed teaching practices and increased student achievement in 47 K-12 schools in 11 Florida school districts. The overview of a large-scale study documents the type and magnitude of change in student-centered teaching,…

A Bright Spark: Open Teaching of Science Using Faraday's Lectures on Candles

ERIC Educational Resources Information Center

Walker, Mark; Groger, Martin; Schutler, Kirsten; Mosler, Bernd

2008-01-01

As well as being a founding father of modern chemistry and physics Michael Faraday was also a skilled lecturer, able to explain scientific principles and ideas simply and concisely to nonscientific audiences. However science didactics today emphasizes the use of open and student-centered methods of teaching in which students find and develop…

Expressive Practices: The Local Enactment of Culture in the Communication Classroom

ERIC Educational Resources Information Center

Wolf, Karen; Milburn, Trudy; Wilkins, Richard

2008-01-01

As students participate in corporate communication classes, they may, on occasion, use the term culture to make sense of their experiences. The authors use Mino's idea of a learning paradigm to shift the emphasis away from teaching traditional theories of culture and use student-centered experiences to teach culture as an expressive practice.…

Improving Science Teacher Preparation through the APS PhysTEC and NSF Noyce Programs

NASA Astrophysics Data System (ADS)

Williams, Tasha; Tyler, Micheal; van Duzor, Andrea; Sabella, Mel

2013-03-01

Central to the recruitment of students into science teaching at a school like CSU, is a focus on the professional nature of teaching. The purpose of this focus is twofold: it serves to change student perceptions about teaching and it prepares students to become teachers who value continued professional development and value the science education research literature. The Noyce and PhysTEC programs at CSU place the professional nature of teaching front and center by involving students in education research projects, paid internships, attendance at conferences, and participation in a new Teacher Immersion Institute and a Science Education Journal Reading Class. This poster will focus on specific components of our teacher preparation program that were developed through these two programs. In addition we will describe how these new components provide students with diverse experiences in the teaching of science to students in the urban school district. Supported by the NSF Noyce Program (0833251) and the APS PhysTEC Program.

Teaching foreign languages to technical students by means of educational online technologies

NASA Astrophysics Data System (ADS)

Ivleva, Natalia V.; Fibikh, Ekaterina V.

2015-01-01

The article reveals new methods of effectiveness increase in teaching foreign languages to technical students using information and communication technologies and their practical implementation at the premises of the Foreign Languages Resource Center of Siberian State Aerospace University. Adoption of information and communication technologies to the educational process is based on students' independent language learning that encourages more productive development of language competences mastered by students and future specialists in a special area of technical knowledge as a whole.

Unlocking reflective practice for nurses: innovations in working with master of nursing students in Hong Kong.

PubMed

Joyce-McCoach, Joanne T; Parrish, Dominique R; Andersen, Patrea R; Wall, Natalie

2013-09-01

Being reflective is well established as an important conduit of practice development, a desirable tertiary graduate quality and a core competency of health professional membership. By assisting students to be more effective in their ability to reflect, they are better able to formulate strategies to manage issues experienced within a professional context, which ultimately assists them to be better service providers. However, some students are challenged by the practice of reflection and these challenges are even more notable for international students. This paper presents a teaching initiative that focused specifically on enhancing the capacity of an international cohort of nursing students, to engage in reflective practice. The initiative centered on an evaluation of a reflective practice core subject, which was taught in a Master of Nursing programme delivered in Hong Kong. A learning-centered framework was used to evaluate the subject and identify innovative strategies that would better assist international students to develop reflective practices. The outcomes of curriculum and teaching analysis and proposed changes and innovations in teaching practice to support international students are presented and discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

Individual Supervision to Enhance Reflexivity and the Practice of Patient-Centered Care: Experience at the Undergraduate Level.

PubMed

Berney, Alexandre; Bourquin, Céline

2017-12-22

This article reports on what is at work during individual supervision of medical students in the context of teaching breaking bad news (BBN). Surprisingly, there is a relative lack of research and report on the topic of supervision, even though it is regularly used in medical training. Building on our research and teaching experience on BBN at the undergraduate level, as well as interviews of supervisors, the following key elements have been identified: learning objectives (e.g., raising student awareness of structural elements of the interview, emotion (patients and students) handling), pedagogical approach (being centered on student's needs and supportive to promote already existing competences), essentials (e.g., discussing skills and examples from the clinical practice), and enhancing reflexivity while discussing specific issues (e.g., confusion between the needs of the patient and those of the student). Individual supervision has been identified as crucial and most satisfactory by students to provide guidance and to foster a reflexive stance enabling them to critically apprehend their communication style. Ultimately, the challenge is to teach medical students to not only connect with the patient but also with themselves.

Developing and Translating a New Model for Teaching Empowerment Into Routine Chronic Care Management

PubMed Central

Wallace, Carolyn A; Pontin, David; Dokova, Klara; Mikkonen, Irma; Savage, Eileen; Koskinen, Liisa

2017-01-01

Background: Health professional education has been criticized for not integrating patient expertise into professional curricula to develop professional skills in patient empowerment. Objective: To develop and translate a new expert patient-centered model for teaching empowerment into professional education about routine chronic care management. Methods: Eight Finnish patients (known as expert patients), 31 students, and 11 lecturers from 4 European countries participated in a new pilot intensive educational module. Thirteen focus groups, artefacts, and an online student evaluation were analyzed using a thematic analysis and triangulated using a meta-matrix. Results: A patient-centered pedagogical model is presented, which describes 3 phases of empowerment: (1) preliminary work, (2) the elements of empowerment, and (3) the expected outcomes. These 3 phases were bound by 2 cross-cutting themes “time” and “enabling resources.” Conclusion: Patient expertise was embedded into the new module curriculum. Using an example of care planning, and Pentland and Feldman’s theory of routine organization, the results are translated into a patient-centered educational model for teaching empowerment to health profession students. PMID:29582009

Inquiry and Cultural Responsive Teaching in General Music

ERIC Educational Resources Information Center

Hayes, Christine Cozzens

2013-01-01

Inquiry-based learning is shown as an effective methodology to reach diverse student populations. It aligns with the National Center for Culturally Responsive Educational Systems and their methodology of culturally responsive teaching. (Contains 2 resources.)

Improvement of Teaching and Learning in Colleges

ERIC Educational Resources Information Center

Jacob, Plamthodathil

1975-01-01

A paper presented at the Consultation on College Humanities and Social Sciences Improvement Program in Bangalore, India, April 1975, outlines concepts, approach, techniques and resources for a student-centered experiential approach to college teaching. (JT)

Teachers' Perceptions of Curriculum Modification for Students Who Are Gifted.

ERIC Educational Resources Information Center

Ehlers, Kristy; Montgomery, Diane

Differentiating instruction for diverse learners means planning and implementing curriculum based on each student's level of readiness. Appropriate curriculum development for gifted and talented students involves differentiation of content, teaching and learning strategies, and student products in a student-centered environment. A study used Q…

Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom

ERIC Educational Resources Information Center

Hudson, Kimberly D.; Mountz, Sarah E.

2016-01-01

This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a…

Improving the Teaching/Learning Process in General Chemistry: Report on the 1997 Stony Brook General Chemistry Teaching Workshop.

ERIC Educational Resources Information Center

Hanson, David; Wolfskill, Troy

1998-01-01

The primary focus of this participant-centered workshop was to introduce the student-centered classroom. Describes the model for the conference and issues addressed which include process as the missing element in the curriculum; peer-led learning teams; integrating chemistry, mathematics, and physics; writing as a learning tool in chemistry;…

A Technique to Introduce Keyboard Improvisation in General Music

ERIC Educational Resources Information Center

Wright, Jim

2006-01-01

All the general music books the author has seen teach the pentatonic scale, and achieve success with it, by having students play only on the piano's black keys. The trick to preventing this exercise from sounding simplistic or uninteresting is to teach improvisation in the A-flat Dorian mode. Using A-flat as the tonal center puts that center right…

Making the Shift: A Phenomenological Study of Teachers' Experiences in a Student-Centered, 21st Century Laptop Program

ERIC Educational Resources Information Center

Rizzo, Susan Kay

2013-01-01

As one-to-one laptop environments are becoming more commonplace in the educational system, teachers are often expected to provide a student-centered environment that incorporates 21st century skills in effort to better prepare students for the future. Teaching in this type of environment is a difficult pedagogical shift for classroom educators.…

[Effectiveness of Team-Based Learning (TBL) as a new teaching approach for pharmaceutical care education].

PubMed

Suno, Manabu; Yoshida, Toshiko; Koyama, Toshihiro; Zamami, Yoshito; Miyoshi, Tomoko; Mizushima, Takaaki; Tanimoto, Mitsune

2013-01-01

The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.

Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness?

ERIC Educational Resources Information Center

Tilton, Wendy

2011-01-01

Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as…

Relation between Metacognitive Awareness and Participation to Class Discussion of University Students

ERIC Educational Resources Information Center

Akman, Özkan; Alagöz, Bülent

2018-01-01

Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of…

Student-Centered Teaching Practices in Korean Elementary Mathematics Classrooms

ERIC Educational Resources Information Center

Pang, JeongSuk

2003-01-01

The current mathematics education reform requires substantial changes toward student-centered instruction. In contrast to the widespread awareness of the reform agenda, there is a concern that many teachers do not quite grasp the vision of the reform. This study explored the breakdown that may occur between teachers' adoption of reform objectives…

Teaching and Learning in Exercise Science: Contributing to the Health of the Nation?

ERIC Educational Resources Information Center

Stavrianeas, Stasinos; Stewart, Mark

2011-01-01

Students of exercise science are well positioned to facilitate a shift of the nation's attitude on health care from disease treatment to disease prevention. This report chronicles our efforts toward transforming the exercise physiology core course from a lecture-based, instructor-centered class to a student-centered environment in which…

Developing Reflective Thinking: Encouraging Pre-Service Teachers to Be Responsible for Their Own Learning

ERIC Educational Resources Information Center

Rinchen, Sonam

2009-01-01

In pursuit of quality education in Bhutan there has been a desire to shift from teacher-dominant class teaching to students taking initiative in their own learning. This paper investigated the issue of moving teaching and learning from teacher-centered classes to independent learning of students. The research was carried out at Samtse College of…

Job Sharing Their First Year: A Narrative of Two Partnered Teachers' Induction into Middle School Science Teaching.

ERIC Educational Resources Information Center

Eick, Charles J.

2002-01-01

Examines the induction of two middle school science teachers as partners in a job sharing arrangement in lieu of student teaching, describing how they worked together and supported each other's attempts to implement student-centered practices and likening their mutual support to a marriage partnerships. The two teachers mentored each other through…

Effects of Two Practice Style Formats on Fifth Grade Students' Motor Skill Performance and Task Engagement

ERIC Educational Resources Information Center

Chatoupis, Constantine C.; Vagenas, George

2017-01-01

We investigated the effectiveness of two teaching formats that fall under the canopy of Mosston and Ashworth's (2008) practice style, on fifth grade students' motor skill performance and task engagement. Both formats are also known as station teaching or learning centers. In the teacher-rotated format (TR), the teacher decides the amount of time…

Differences in eighth grade science student and teacher perceptions of students' level of input into academic planning and decision making

NASA Astrophysics Data System (ADS)

Chapman, Jarrett Michael

Teachers are expected to improve their planning, instruction, and assessment as they progress through their career. An important component to teachers knowing what to modify in their teaching style is being able to solicit meaningful feedback from students. This mixed-methods study was conducted to provide teachers with a quantitative method to collect data about their teaching using the Constructivist Learning Environment Survey (CLES). Phase 1 allowed students to provide anonymous feedback to their teachers that the teachers could later reflect upon in conjunction with the students' other feedback. Using measures of central tendencies, it was determined that of the five categories of the CLES the area of student negotiation was statistically different from the other categories. While eight teachers had sufficient (n>10) student data to be invited to participate in Phase 2, only five of the teachers choose to participate in a semi-structured interview to further examine the potential differences between teacher and student perception of student negotiation with the curriculum, instruction and assessment that occurs in the classroom. Coding the interview transcripts led to three categories: 1) teaching style (with themes including curriculum, instruction, and assessment, and sub themes of teacher centered and student centered); 2) external pressures (with themes of standards , standardized tests, and socioeconomic conditions); 3) effectiveness of student negotiation (with themes of positive effect or no effect on motivation). The five teachers who participated in Phase 2 had varying levels of awareness and willingness to adjust their classroom curriculum, instruction, and assessment to include student negotiation. All but one teacher, however, saw the value in increasing student negotiation in the classroom and desired to continue to change their teaching to include more student negotiation.

Students' Thinking and the Depth of the Mathematics Curriculum

ERIC Educational Resources Information Center

Kent, Laura B.

2014-01-01

This article explores the impact of students' thinking centered professional development on mathematics teaching and learning. Purposeful pedagogy and problem posing are examined as mechanisms by which teachers can potentially deepen students' understanding of mathematics. A classroom example comparing student generated strategies versus…

The Center Can Hold: Reflections on Teaching Writing.

ERIC Educational Resources Information Center

Smelstor, Marjorie

1980-01-01

Attributes the decline in student writing ability to the conflict between society's demand for standardization, caution, and escapism and a writer's need to be subjective, adventurous, and self-centered. (HOD)

Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

NASA Astrophysics Data System (ADS)

Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

2010-05-01

Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure of small groups focusing on fundamental understanding taught mostly by dedicated undergraduates should transfer well.

Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Tobiason, Glory; Heritage, Margaret; Chang, Sandy; Jones, Barbara; Herman, Joan

2014-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

Centers for Enhancement of Education.

ERIC Educational Resources Information Center

Biggerstaff, Ed

The Center for Enhancement of Education organizes seven specialized centers within the School of Education and Human Services to provide faculty and students with the opportunity for research, development, and public service activities that complement and supplement classroom teaching. Each of the seven centers stresses one of the following…

Retaining Students through Individualized Study Skill Training

ERIC Educational Resources Information Center

Hassler, Abby

2005-01-01

The author details a Perkins Grant-funded project of the Medical Education Center at Northern Virginia Community College that is designed to increase student retention by teaching students to identify and to use their learning style preference(s). (Contains 1 chart.)

Overcoming Student Disengagement and Anxiety in Theory, Methods, and Statistics Courses by Building a Community of Learners

ERIC Educational Resources Information Center

Macheski, Ginger E.; Buhrmann, Jan; Lowney, Kathleen S.; Bush, Melanie E. L.

2008-01-01

Participants in the 2007 American Sociological Association teaching workshop, "Innovative Teaching Practices for Difficult Subjects," shared concerns about teaching statistics, research methods, and theory. Strategies for addressing these concerns center on building a community of learners by creating three processes throughout the course: 1) an…

"But Aren't Cults Bad?": Active Learning, Productive Chaos, and Teaching New Religious Movements

ERIC Educational Resources Information Center

Zeller, Benjamin E.

2015-01-01

This article considers the challenges inherent when teaching about new religious movements ("cults"), how successful instructors have surmounted them, and how teacher-scholars in other fields of religious studies can benefit from a discussion of the successful teaching of new religions. I note that student-centered pedagogies are crucial…

The Impact of Japanese Lesson Study on Preservice Teacher Belief Structures about Teaching and Learning Science

ERIC Educational Resources Information Center

Fortney, Brian Scott

2009-01-01

This study investigates how preservice teachers make sense of student-centered instruction with existing traditional beliefs about teaching. Teacher educators assume that university instruction translates directly into practice, yet, research is clear that beginning teachers revert to traditional teaching practice. For elementary teachers, one…

Pitching, Pedagogy, and Preparing the Professoriate: An Interview with Bill Buskist

ERIC Educational Resources Information Center

Saville, Bryan K.

2011-01-01

This article presents an interview with William Buskist, the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. At Auburn, he directs the Psychology Department's Teaching Fellows program, which prepares graduate students for…

The Importance of Teaching Methodology in Moral Education of Sport Populations.

ERIC Educational Resources Information Center

Stoll, Sharon Kay; And Others

Three approaches to teaching moral reasoning were implemented by expert teachers in classes at three small colleges and outcomes were compared. Teaching models included the following: Model A, a "good reasoned" approach in which students discussed scenarios and determined the best course of action; Model B, a teacher-centered lecture,…

Knowledge, Choice and Consequence: Reading and Teaching "Hamlet."

ERIC Educational Resources Information Center

Baumlin, James S.; Baumlin, Tita French

1990-01-01

Offers a Pyrrhonist reading of "Hamlet." Describes an experiment in teaching that attempts to reconstruct for literature students the prudential-ethical context of human rhetoric, placing "prudentia," or practical wisdom, at the center of their own imaginative involvement. (PRA)

Clinical skills center attending: an innovative senior medical school elective.

PubMed

Moseley, Thomas H; Cantrell, Mary J; Deloney, Linda A

2002-11-01

Although residents are expected to assume teaching responsibilities, the traditional medical school curriculum does not formally prepare students for the teaching role. In 1999 an elective was developed to provide senior medical students with opportunities to acquire instructional and leadership skills by participating in clinical education activities as a clinical skills center attending. This elective also allowed the senior student to explore academic medicine as a potential career choice. During the four-week elective, a senior student acted as an attending in the clinical skills center (CSC), a state-of-the-art facility that is designed and equipped for teaching and testing medical skills. (The CSC has ten fully operational patient examining rooms for student-patient interaction, and each room is equipped with dual cameras and two-way audio response capability.) The participating student spent approximately 40 hours per week teaching clinical skills to freshmen, sophomore, and junior medical students and assisting with testing activities for the Colleges of Medicine, Pharmacy, and Nursing. A specific requirement for full credit was writing an objective standardized clinical examination (OSCE) case. The case format required development of a checklist for minimal competencies of the examinee and suggested techniques for evaluating those competencies. Another specific requirement was that the senior student participate in the training of standardized patients to portray one or more OSCE cases. Other activities were tailored to meet the needs of the senior student and/or users of the CSC. Two course co-directors provided guidance for all students. Evaluation was on a "pass/fail" basis. There were no written or oral exams. The purpose of the elective was achieved through individual research and completion of the assigned activities. This elective was first offered to senior medical students at during 1999-2000. Each student participated in an average of ten teaching sessions or assessments. To date, six senior students, five women and one man, have completed the elective. These students entered family medicine, pediatrics, internal medicine, psychiatry, and surgery residencies. Participants were asked to rate the elective using a five-point Likert-type scale with 5 signifying "strong agreement." The response rate was 67%. These students felt the requirements were adequate (4.75) and said they would recommend it to other senior students (4.75). They agreed that the objectives were clear and attainable (4.5) and that it better prepared them to teach as resident (4.25). Areas of weakness identified were the elective's ability to increase the student's understanding of medical education (3.75) and meet the student's expectations (4.0). The organization of the elective (4.0) could be improved as well. Most participants were interested in academic medicine before (4.25) and after (4.75) the experience. We plan to follow these students over time to see what careers they eventually pursue. Although our experience is limited and the student population is small, we believe the elective is an effective method for developing teaching skills and helping the upper-level medical student who is interested in education to better understand the nature and function of academic clinical medicine.

Fostering person-centered care among nursing students: creative pedagogical approaches to developing personal knowing.

PubMed

Schwind, Jasna K; Beanlands, Heather; Lapum, Jennifer; Romaniuk, Daria; Fredericks, Suzanne; LeGrow, Karen; Edwards, Susanna; McCay, Elizabeth; Crosby, Jamie

2014-06-01

Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching-learning encounters with nursing students at various stages of their students' professional development. These approaches offer experiential teaching-learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. Copyright 2014, SLACK Incorporated.

From Teacher-Centered Instruction to Peer Tutoring in the Heterogeneous International Classroom: A Danish Case of Instructional Change

ERIC Educational Resources Information Center

Lueg, Klarissa; Lueg, Rainer

2014-01-01

This case study documents a seminar redesign from a teacher-centered instruction format to collaborative "reciprocal peer tutoring" (RPT) at Aarhus University, Denmark. Departing from concepts by Bourdieu and Vertovec, we argue that teaching concepts should meet the needs of students within Higher Education (HE). Our student sample is…

Study Skills and Critical Thinking Curriculum for Adolescents in a Psychiatric Treatment Center.

ERIC Educational Resources Information Center

Peniston, Lorraine C.

This report discusses the need to teach critical thinking and study skill strategies to improve the problem-solving ability, study habits, and knowledge of subject content to students in psychiatric treatment centers. The report asserts that this type of curriculum will assist students in comprehending new information and utilizing thinking skills…

The Dilemma of Time: Student-Centered Teaching in the Rural Classroom in China

ERIC Educational Resources Information Center

Wang, Dan

2011-01-01

China has been promoting student-centered education under the current curriculum reform. However, teachers in rural schools continue to exercise tight control of the classroom, with lecturing taking up most of the class time. Drawing on ethnographic observation and interviews in a rural elementary school, this study analyzes the rationale of rural…

Learning to Design Backwards: Examining a Means to Introduce Human-Centered Design Processes to Teachers and Students

ERIC Educational Resources Information Center

Gibson, Michael R.

2016-01-01

"Designing backwards" is presented here as a means to utilize human-centered processes in diverse educational settings to help teachers and students learn to formulate and operate design processes to achieve three sequential and interrelated goals. The first entails teaching them to effectively and empathetically identify, frame and…

The Use of an Active Learning Approach to Teach Metabolism to Students of Nutrition and Dietetics

ERIC Educational Resources Information Center

Gonzalez-Sancho, Jose Manuel; Sanchez-Pacheco, Aurora; Lasa, Marina; Molina, Susana; Vara, Francisco; del Peso, Luis

2013-01-01

This article describes the transition from a traditional instructor-centered course, based on lectures, to a student-centered course based on active learning methodologies as part of the reform of the Spanish higher education system within the European Higher Education Area (EHEA). Specifically, we describe the use of active learning methodologies…

Building Blocks, Learning Goals, and Success Criteria: Planning Instruction and Formative Assessment for K-8 Math Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Tobiason, Glory; Chang, Sandy; Heritage, Margaret; Jones, Barbara; Herman, Joan

2014-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

E-Teaching Materials as the Means to Improve Humanities Teaching Proficiency in the Context of Education Informatization

ERIC Educational Resources Information Center

Yachina, Nadezhda P.; Valeeva, Liliya A.; Sirazeeva, Albina F.

2016-01-01

The aim of the article is to determine the specifics of the creation and methodology of the use of e-teaching materials on humanities in the training system of future teachers. The leading approaches to the study of this problem are student-centered and personally-meaningful approaches to teaching leading to realizing the need for new educational…

Physiology Learning for Veterinary Students: Impact of Guided Practices on Students' Opinion and Physiological Parameters

ERIC Educational Resources Information Center

García-Vázquez, Francisco A.; Romar, Raquel; Gadea, Joaquín; Matás, Carmen; Coy, Pilar; Ruiz, Salvador

2018-01-01

Over recent decades, education has increasingly focused on student-centered learning. Guided practices represent a new way of learning for undergraduate students of physiology, whereby the students turn into teacher-students and become more deeply involved in the subject by preparing and teaching a practical (laboratory) class to their peers. The…

What Do Final Year Medical Students Understand by the Concept of Recovery? A Descriptive Qualitative Study.

PubMed

Newton-Howes, Giles; Beverley, Georgia; Ellis, Pete M; Gordon, Sarah; Levack, William

2018-06-01

Traditional teaching in psychiatry does little to address recovery concepts. The aim of this study was to evaluate the incorporation of a recovery-focused teaching program for medical students in psychiatry. Recovery, as understood by medical students who had participated in a recovery-focused teaching program, was assessed by thematic analysis of recovery-focused assessment reflections. Six major themes emerged from the recovery reflections from final year medical students are as follows: (1) recovery as a person-centered approach, (2) the need for social integration, (3) non-diagnostic framing of mental illness, (4) tensions between the medical model and personal recovery, (5) a patient's willingness to engage with mental health services, and (6) the development of a positive sense of self. A recovery teaching program was associated with students expressing knowledge of recovery principles and positive attitudes towards people with experience of mental illness. Psychiatric placements for medical students may benefit from a recovery focus.

Learner-Centered (LCI) vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective

ERIC Educational Resources Information Center

Minter, Mary Kennedy

2011-01-01

Teacher education should incorporate management and leadership training with an emphasis on student audience analysis. Macro perspectives of teaching are needed for a workable approach to the management of education.

Development of a longitudinal integrated clerkship at an academic medical center.

PubMed

Poncelet, Ann; Bokser, Seth; Calton, Brook; Hauer, Karen E; Kirsch, Heidi; Jones, Tracey; Lai, Cindy J; Mazotti, Lindsay; Shore, William; Teherani, Arianne; Tong, Lowell; Wamsley, Maria; Robertson, Patricia

2011-04-04

In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and exposure to undiagnosed illness in acute and chronic care settings. Innovative elements included quarterly student evaluation sessions with all preceptors together, peer-to-peer evaluation, and oversight advising with an assigned faculty member. PISCES launched with eight medical students for the 2007/2008 academic year and expanded to 15 students for 2008/2009. Compared to UCSF's traditional core clerkships, evaluations from PISCES indicated significantly higher student satisfaction with faculty teaching, formal didactics, direct observation of clinical skills, and feedback. Student performance on discipline-specific examinations and United States Medical Licensing Examination step 2 CK was equivalent to and on standardized patient examinations was slightly superior to that of traditional peers. Participants' career interests ranged from primary care to surgical subspecialties. These results demonstrate that a longitudinal integrated clerkship can be implemented successfully at a tertiary care academic medical center.

Development of a longitudinal integrated clerkship at an academic medical center

PubMed Central

Poncelet, Ann; Bokser, Seth; Calton, Brook; Hauer, Karen E.; Kirsch, Heidi; Jones, Tracey; Lai, Cindy J.; Mazotti, Lindsay; Shore, William; Teherani, Arianne; Tong, Lowell; Wamsley, Maria; Robertson, Patricia

2011-01-01

In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and exposure to undiagnosed illness in acute and chronic care settings. Innovative elements included quarterly student evaluation sessions with all preceptors together, peer-to-peer evaluation, and oversight advising with an assigned faculty member. PISCES launched with eight medical students for the 2007/2008 academic year and expanded to 15 students for 2008/2009. Compared to UCSF's traditional core clerkships, evaluations from PISCES indicated significantly higher student satisfaction with faculty teaching, formal didactics, direct observation of clinical skills, and feedback. Student performance on discipline-specific examinations and United States Medical Licensing Examination step 2 CK was equivalent to and on standardized patient examinations was slightly superior to that of traditional peers. Participants' career interests ranged from primary care to surgical subspecialties. These results demonstrate that a longitudinal integrated clerkship can be implemented successfully at a tertiary care academic medical center. PMID:21475642

Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

NASA Astrophysics Data System (ADS)

Dobbs, Vicki

Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.

Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education.

PubMed

Montrieux, Hannelore; Vanderlinde, Ruben; Schellens, Tammy; De Marez, Lieven

2015-01-01

This paper investigates teachers' and students' perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers (n = 18) and students (n = 39) in a secondary school that has implemented tablet devices since 2012. The general finding of this study shows that the use of tablet devices in the classroom setting has an impact on both teaching and learning practices. The results suggest that teachers can be divided into two categories: the innovative teachers and the instrumental teachers. Innovative teachers attempt to shift from a teacher-centered to a learning-centered approach. They have changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer. Instrumental teachers seem to use the device as a 'book behind glass'. The distinction between the two groups has consequences for both the way courses are given and how students experience them. In general, the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments. The results of this study indicate that policy makers should consider introducing technical and pedagogical support in order to facilitate both teachers' and students' understanding of the full potential of this kind of technology in education.

Adventures in supercomputing: An innovative program for high school teachers

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

Oliver, C.E.; Hicks, H.R.; Summers, B.G.

1994-12-31

Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials ismore » remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).« less

The Efficacy of a PD Program on Enhancing On-the-Job Teaching Skills

ERIC Educational Resources Information Center

Sidky, Gihan

2017-01-01

This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers' needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is…

The Opinions of Instructors Teaching Turkish to Foreigners about the Writing Skills of Syrian Students

ERIC Educational Resources Information Center

Sengül, Murat

2015-01-01

This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data…

Methods and Materials in Teaching Secondary School Mathematics - Syllabus. Revised Edition.

ERIC Educational Resources Information Center

Gallia, Thomas J.

This syllabus describes a course designed for the student interested in teaching mathematics at the secondary level and includes both campus centered activities and a field experience. The professor teaching this class is expected to "bridge the gap" between theory in the college classroom and practice as viewed in the secondary school. The…

Examining the Guidance and Counselling Students' Perceptions about English Language Learning Beliefs

ERIC Educational Resources Information Center

Kaymakamoglu, Sibel Ersel

2017-01-01

Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective…

Online Teaching in Education, Health and Human Services: Helping Faculty Transition to Online Instruction and Providing Tools for Attaining Instructional Excellence

ERIC Educational Resources Information Center

Martin, Magy; Martin, Don

2015-01-01

The critical success of online instructors is their ability to engage students in the learning process. With this expertise, the online experience is extremely effective. The goal of this book is to help faculty understand the processes of teaching online and learning to be student-centered, which are the first steps toward becoming a successful…

Communicative Television for the Deaf Student. Proceedings of Symposium on Research and Utilization of Educational Media for Teaching the Deaf (6th, Lincoln, Nebraska, March 16-18, 1970).

ERIC Educational Resources Information Center

Propp, George, Ed.

The proceedings of the sixth annual symposium on research and utilization of educational media for teaching the deaf held at the Nebraska Center for Continuing Education (March 16-18, 1970) consist of papers related to communicative television for the deaf student. Topics covered include mediated interaction with individual television…

Using Technology to Enhance Teaching of Patient-Centered Interviewing for Early Medical Students.

PubMed

Kaltman, Stacey; Talisman, Nicholas; Pennestri, Susan; Syverson, Eleri; Arthur, Paige; Vovides, Yianna

2018-06-01

Effective strategies for teaching communication skills to health professions students are needed. This article describes the design and evaluation of immersive and interactive video simulations for medical students to practice basic communication skills. Three simulations were developed, focusing on patient-centered interviewing techniques such as using open-ended questions, reflections, and empathic responses while assessing a patient's history of present illness. First-year medical students were randomized to simulation or education-as-usual arms. Students in the simulation arm were given access to three interactive video simulations developed using Articulate Storyline, an e-learning authoring tool, to practice and receive feedback on patient-centered interviewing techniques to prepare for their Observed Structured Clinical Examination (OSCE). Trained raters evaluated videos of two OSCE cases for each participant to assess specific communication skills used during the history of present illness component of the interview. Eighty-seven percent of the students in the simulation arm interacted with at least one simulation during the history of present illness. For both OSCE cases, students in the simulation arm asked significantly more open-ended questions. Students in the simulation arm asked significantly fewer closed-ended questions and offered significantly more empathic responses in one OSCE case. No differences were found for reflections. Students reported that the simulations helped improve their communication skills. The use of interactive video simulations was found to be feasible to incorporate into the curriculum and was appealing to students. In addition, students in the simulation arm displayed more behaviors consistent with the patient-centered interviewing model practiced in the simulations. Continued development and research are warranted.

The Story of the Hawaiian Studies Center on the Brigham Young University-Hawaii Campus.

ERIC Educational Resources Information Center

Benham, Maenette K. P.

2002-01-01

With an advisory committee of native community members, elders, educators, and students, the Center for Hawaiian Language and Cultural Studies has successfully founded, within a mainstream institution with strong religious foundations, a cultural center that teaches native values and language. The center creates cultural/educational projects that…

Understanding Factors Affecting Primary School Teachers' Use of ICT for Student-Centered Education in Mongolia

ERIC Educational Resources Information Center

Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi

2018-01-01

The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers' beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher…

From Informational Technology in Biology Teaching to Inspirational Technology: Where Have We Come from and Where Are We Going?

ERIC Educational Resources Information Center

Peat, Mary; Taylor, Charlotte; Fernandez, Anne

2002-01-01

Discusses undergraduate students' demand for a greater flexibility in the way that they receive their instruction, and introduces instructional changes from a teacher-centered focus to a student-centered focus at the University of Sydney. Uses a virtual learning environment (VLE) to encourage independence and increased flexibility of access.…

Perspective: the revolution is upon us.

PubMed

Sierles, Frederick S

2010-05-01

Profound socioeconomic pressures on medical student education have been catalogued extensively. These pressures include teaching patient shortages, teacher shortages, conflicting systems, and financial problems. Many of these problems have been caused by an unregulated free market affecting medicine overall, with market values sometimes overshadowing the academic values of education, research, and patient care. This has caused profound changes in the conduct of medical student education. Particularly important has been a reduction in the "gold standard" of teaching: direct student-teacher and supervised student-patient interaction, replaced by a potpourri of online and simulated modules. The aggregate of these changes constitutes a revolution that challenges whether medical schools, school buildings, classes, and dedicated faculty are even necessary. The author posits several recommendations in response to this revolution: (1) recognize the revolution as such, and carefully guide or abort it, lest its outcome be inadequate, inauthentic, or corrupt, (2) prioritize academic rather than business values, (3) ensure that funds allotted for education are used for education, (4) insist that medical schools, not industry, teach students, (5) value authentic education more than simulation, (6) adopt learner-centered teaching without misusing it, (7) maintain acceptable class attendance without requiring it, (8) provide, from the first school day, authentic, patient-centered medical education characterized by vertical integration, humanism, early patient exposure, biopsychosocial orientation, and physician role modeling, (9) ensure that third- and fourth-year students have rich patient-care responsibility, and 10) keep tenure. These actions would permit the preservation of an educational gold standard that justifies medical education's cost.

Teaching Medical Students to Communicate With Empathy and Clarity Using Improvisation.

PubMed

Kaplan-Liss, Evonne; Lantz-Gefroh, Valeri; Bass, Elizabeth; Killebrew, Deirdre; Ponzio, Nicholas M; Savi, Christine; O'Connell, Christine

2018-03-01

Medical educators widely accept that health care providers need strong communication skills. The authors sought to develop a course incorporating improvisation to teach health professions students communication skills and build empathy. Teaching health care professionals to communicate more effectively with patients, the public, and each other is a goal of the Alan Alda Center for Communicating Science at Stony Brook University. The authors designed an interprofessional elective for medical, nursing, and dental students that differed in several respects from traditional communication training. The Communicating Science elective, which was offered by the Alda Center from 2012 to 2016, used verbal and nonverbal exercises, role-playing, and storytelling, including improvisation exercises, to teach students to communicate with empathy and clarity. In course evaluations completed by 76 students in 2012 and 2013, 100% said they would recommend the course to fellow students, saw the relevance of the course content to their careers, and desired more of the course content in their school's curriculum. As a result of this positive feedback, from 2014 to 2016, 10 hours of instruction pairing empathy and communication training was embedded in the preclinical curriculum at the Stony Brook University School of Medicine. This course could be an effective model, and one that other institutions could employ, for improving communication skills and empathy in the next generation of health care professionals. Next steps include advocating for communication skills training to be embedded throughout the curriculum of a four-year medical school program.

Approaches to Inquiry Teaching: Elementary teacher's perspectives

NASA Astrophysics Data System (ADS)

Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

2014-07-01

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

Implementing Learner-Centered Educational Strategies: The Bloomington Project School

ERIC Educational Resources Information Center

Dutta, Pratima

2014-01-01

The Bloomington Project School (BPS) is a charter school that has successfully adopted and implemented several learner-centered educational strategies. This case study offers a glimpse into its student-centered, collaborative, and interdisciplinary learning and teaching processes; its mastery-based assessment process; and its successful technology…

Evaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience.

PubMed

Büscher, Rainer; Weber, Dominik; Büscher, Anja; Hölscher, Maite; Pohlhuis, Sandra; Groes, Bernhard; Hoyer, Peter F

2013-01-01

Since 1986 medical students at the University Children's Hospital Essen are trained as peers in a two week intensive course in order to teach basic paediatric examination techniques to younger students. Student peers are employed by the University for one year. Emphasis of the peer teaching program is laid on the mediation of affective and sensomotorical skills e.g. get into contact with parents and children, as well as manual paediatric examination techniques. The aim of this study is to analyse whether student peers are able to impart specific paediatric examination skills as good as an experienced senior paediatric lecturer. 123 students were randomly assigned to a group with either a senior lecturer or a student peer teacher. Following one-hour teaching-sessions in small groups students had to demonstrate the learned skills in a 10 minute modified OSCE. In comparison to a control group consisting of 23 students who never examined a child before, both groups achieved a significantly better result. Medical students taught by student peers almost reached the same examination result as the group taught by paediatric teachers (21,7±4,1 vs. 22,6±3,6 of 36 points, p=0,203). Especially the part of the OSCE where exclusively practical skills where examined revealed no difference between the two groups (7,44±2,15 vs. 7,97±1,87 of a maximum of 16 points, p=0,154). The majority of students (77%) evaluated peer teaching as stimulating and helpful. The results of this quantitative teaching study reveal that peer teaching of selected skills can be a useful addition to classical paediatric teaching classes.

Students implement the Affordable Care Act: a model for undergraduate teaching and research in community health and sociology.

PubMed

Green, Brandn; Jones, Kristal; Boyd, Neil; Milofsky, Carl; Martin, Eric

2015-06-01

The implementation of the Affordable Care Act (ACA) provides an opportunity for undergraduate students to observe and experience first-hand changing social policies and their impacts for individuals and communities. This article overviews an action research and teaching project developed at an undergraduate liberal arts university and focused on providing ACA enrollment assistance as a way to support student engagement with community health. The project was oriented around education, enrollment and evaluation activities in the community, and students and faculty together reflected on and analyzed the experiences that came from the research and outreach project. Student learning centered around applying concepts of diversity and political agency to health policy and community health systems. Students reported and faculty observed an unexpected empowerment for students who were able to use their university-learned critical thinking skills to explain complex systems to a wide range of audiences. In addition, because the project was centered at a university with no health professions programs, the project provided students interested in community and public health with the opportunity to reflect on how health and access to health care is conditioned by social context. The structure and pedagogical approaches and implications of the action research and teaching project is presented here as a case study for how to engage undergraduates in questions of community and public health through the lens of health policy and community engagement.

The Pre-Instructors in Math and Science (PIMAS) Program at the University of Arizona’s Flandrau Science Center

NASA Astrophysics Data System (ADS)

Brissenden, G.; Slater, T. F.; Colodner, D.; Johnson, S.

2003-12-01

The Pre-Instructors in Math and Science (PIMAS) Program at the University of Arizona's Flandrau Science Center offers high school students the opportunity to explore careers in science teaching through on-the-job training in informal science teaching, both at Flandrau and in the community. The goal of the PIMAS program is to encourage these students to consider pursuing science teaching careers as they transition from high school to college. Students become members of the Flandrau Science Center staff, learning how to present several astronomy demonstrations. These demonstrations include: A Journey to Pluto, Robots on Mars, and Constructing the Seasons. Students also learn how to host star parties. They then offer these presentations at Flandrau on Saturdays and public viewing nights. During the Fall semester, students have the opportunity to learn about best practices in informal science education. They participate, as peers, in the U of A's Science Teachers Colloquium Series. They meet with astronomers, planetary scientists, engineers, and amateur astronomers to learn more about the science behind the demonstrations they are learning. In the Spring semester, students take what they've learned "on the road." They plan and execute Space Nights for their communities-at their schools, their siblings' schools, their churches, their scouting troupes, etc. We believe that by letting the students go into their own communities, they have a greater sense of ownership and pride in these events. The PIMAS Program is now entering its third year. We present both our successes and our lessons learned, as well as what the PIMAS students have to say about the program. We greatly appreciate, and acknowledge, the support of the Arizona Teacher Education Coalition, which is funded by the US Department of Education.

A Metaphor Analysis of Elementary Student Teachers' Conceptions of Teachers in Student- and Teacher-Centered Contexts

ERIC Educational Resources Information Center

Duru, Sibel

2015-01-01

Problem Statement: Student teachers' beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers' beliefs and conceptions is therefore crucial to improving their professional preparation and…

Learning-Centered Instruction of Engineering Graphics for Freshman Engineering Students

ERIC Educational Resources Information Center

Pucha, Raghuram V.; Utschig, Tristan T.

2012-01-01

Teaching "Engineering Graphics" to freshman engineering students poses challenges to instructors as well as to students. While the instructors are confronted with a lack of material / text book that covers the broad scope of the subject matter, the students struggle to correlate newly developed skills to real-world engineering design problems…

Students Taking Charge: Inside the Learner-Active, Technology-Infused Classroom

ERIC Educational Resources Information Center

Sulla, Nancy

2011-01-01

Teachers and administrators who recognize the needs of today's society and students, and their impact on teaching and learning, can use this book to create student-centered classrooms that make technology a vital part of their lessons. Filled with practical examples and step-by-step guidelines, "Students Taking Charge" will help educators design…

A reflective teaching challenge to motivate educational innovation.

PubMed

Edwards, Roger A; Kirwin, Jennifer; Gonyeau, Michael; Matthews, S James; Lancaster, Jason; DiVall, Margarita

2014-06-17

To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students. A teaching challenge was created that required faculty members to incorporate a "new-to-you" innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues' teaching strategies via brief voluntary presentations at department meetings. A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together. The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.

Theme: Teaching Academically Disadvantaged Students.

ERIC Educational Resources Information Center

Iverson, Maynard J.; And Others

1993-01-01

Includes "Will We Serve the Academically Disadvantaged?" (Iverson); "Using Centers of Learning to Reach Academically Disadvantaged Students" (Gentry); "Georgia's Special Lamb Project Adoption Program" (Farmer); "Teacher Expectations" (Powers); "Providing Instruction for Special Populations" (Jewell); and "The Educational Reform Movement and…

Fermilab Education Office - FAQ

Science.gov Websites

teach the classes. The program format emphasizes student-centered, hands-on learning using entertaining | Fermilab Home | Employees | Students | Visitors | Undergraduates Fermilab Ed Site Search Google Custom mathematics, designed for students and/or families. Experienced classroom teachers or experts in a given field

Student-Driven Research

ERIC Educational Resources Information Center

Jones, Makeba; Yonezawa, Susan

2009-01-01

For the past two years, the Center for Research on Educational Equity, Assessment and Teaching Excellence at the University of California, San Diego, has designed and run Student-Created Research projects in eight racially diverse urban and low-income San Diego high schools. Students undertake research projects intended to guide school improvement…

Exploring Astrobiology: Future and In-Service Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Cola, J.; Williams, L. D.; Snell, T.; Gaucher, E.; Harris, B.; Usselman, M. C.; Millman, R. S.

2009-12-01

The Georgia Tech Center for Ribosome Adaptation and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational Astrobiology program titled, “Life on the Edge: Astrobiology.” The purpose of the program was to provide educators with the materials, exposure, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. A one-week, non-residential summer enrichment program for high school students was conducted and tested by two high school educators, an undergraduate student, and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired in-service teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with an undergraduate student interested in becoming a teacher through the Tech to Teaching program. The GIFT and Tech to Teaching fellows investigated extremophiles which have adapted to life under extreme environmental conditions. As a result, extremophiles became the focus of a week-long, “Life on the Edge: Astrobiology” curriculum aligned with the Georgia Performance Standards in Biology. Twenty-five high school students explored the adaptation and survival rates for various types of extremophiles exposed to UV radiation and desiccation; students were also introduced to hands-on activities and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact on everyone invested and involved in the Astrobiology program including the GIFT and Tech to Teaching fellows, high school students, and faculty are discussed.

Changing to Concept-Based Curricula: The Process for Nurse Educators.

PubMed

Baron, Kristy A

2017-01-01

The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations-requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. The sample included eight educators from two institutions in one Western state using a grounded theory design. The themes that emerged from participants' experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes : preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process. Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

Satisfaction, motivation, and future of community preceptors: what are the current trends?

PubMed

Latessa, Robyn; Colvin, Gaye; Beaty, Norma; Steiner, Beat D; Pathman, Donald E

2013-08-01

To measure overall satisfaction of community-based preceptors, their anticipated likelihood of continuing to teach, professional satisfaction, influence of having students, motivation for teaching, satisfaction with professional practice, and satisfaction with and value of incentives, and to compare results with those of a similar 2005 statewide survey. In 2011, the authors distributed a 25-item survey to all 2,359 community-based primary care preceptors (physicians, pharmacists, advanced practice nurses, physician assistants) served by the North Carolina Area Health Education Centers system's Offices of Regional Primary Care Education. The survey targeted the same items and pool of eligible respondents as did the North Carolina Area Health Education Center 2005 Preceptor Survey. Of 2,359 preceptors contacted, 1,278 (54.2%) completed questionnaires. The data from 2011 did not differ significantly from the 2005 data. In 2011, respondents were satisfied with precepting (91.7%), anticipated continuing to precept for the next five years (88.7%), and were satisfied overall with their professional life (93.7%). Intrinsic reasons (e.g., enjoyment of teaching) remained an important motivation for teaching students. Physicians reported significantly lower overall satisfaction with extrinsic incentives (e.g., monetary compensation) and felt more negativity about the influence of students on their practices. This study found that preceptors continue to be satisfied with teaching students. Intrinsic reasons remain an important motivation to precept, but monetary compensation may have increasing importance. Physicians responded more negatively than other health provider groups to several questions, suggesting that their needs might be better met by redesigned teaching models.

Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison.

PubMed

Aminian, Gholamreza; O'Toole, John M; Mehraban, Afsoon Hassani

2015-08-01

Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Mixed method. The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student's independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students. © The International Society for Prosthetics and Orthotics 2014.

Responding to Students' Learning Preferences in Chemistry

NASA Astrophysics Data System (ADS)

Lewthwaite, Brian; Wiebe, Rick

2014-04-01

This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49-55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher's development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36-61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher's teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students' preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students' voice in triggering teachers' pedagogical change and the adjustments in `teachering' and `studenting' required by such curricula are considered.

Renovating Literacy Centers for Middle Grades: Differentiating, Reteaching, and Motivating

ERIC Educational Resources Information Center

Hodges, Tracey S.; McTigue, Erin M.

2014-01-01

Remixing traditional and new teaching techniques via literacy centers can restructure middle grades language arts classrooms to promote student movement, autonomy, and creativity. Literacy centers provide a set of individual, developmentally appropriate learning activities that can be updated daily to match current objectives, but do not need to…

FaculTea: Professional Development for Learning Centered Academic Advising

ERIC Educational Resources Information Center

Voller, Julie Givans

2013-01-01

The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting…

Evaluation Report on the Community Learning Center.

ERIC Educational Resources Information Center

Fried, Robert L.

The Community Learning Center (CLC) evaluation is based on on-site visits and interviews with staff and students of widely differing ethnic backgrounds. Teaching resources are varied. The Model Cities program is the basic source for CLC funding; the Cambridge Public Library is the center's local sponsor. The external bureaucratic framework needs…

Informatics in radiology (infoRAD): multimedia extension of medical imaging resource center teaching files.

PubMed

Yang, Guo Liang; Aziz, Aamer; Narayanaswami, Banukumar; Anand, Ananthasubramaniam; Lim, C C Tchoyoson; Nowinski, Wieslaw Lucjan

2005-01-01

A new method has been developed for multimedia enhancement of electronic teaching files created by using the standard protocols and formats offered by the Medical Imaging Resource Center (MIRC) project of the Radiological Society of North America. The typical MIRC electronic teaching file consists of static pages only; with the new method, audio and visual content may be added to the MIRC electronic teaching file so that the entire image interpretation process can be recorded for teaching purposes. With an efficient system for encoding the audiovisual record of on-screen manipulation of radiologic images, the multimedia teaching files generated are small enough to be transmitted via the Internet with acceptable resolution. Students may respond with the addition of new audio and visual content and thereby participate in a discussion about a particular case. MIRC electronic teaching files with multimedia enhancement have the potential to augment the effectiveness of diagnostic radiology teaching. RSNA, 2005.

The Effect of Teaching Model ‘Learning Cycles 5E’ toward Students’ Achievement in Learning Mathematic at X Years Class SMA Negeri 1 Banuhampu 2013/2014 Academic Year

NASA Astrophysics Data System (ADS)

Yeni, N.; Suryabayu, E. P.; Handayani, T.

2017-02-01

Based on the survey showed that mathematics teacher still dominated in teaching and learning process. The process of learning is centered on the teacher while the students only work based on instructions provided by the teacher without any creativity and activities that stimulate students to explore their potential. Realized the problem above the writer interested in finding the solution by applying teaching model ‘Learning Cycles 5E’. The purpose of his research is to know whether teaching model ‘Learning Cycles 5E’ is better than conventional teaching in teaching mathematic. The type of the research is quasi experiment by Randomized Control test Group Only Design. The population in this research were all X years class students. The sample is chosen randomly after doing normality, homogeneity test and average level of students’ achievement. As the sample of this research was X.7’s class as experiment class used teaching model learning cycles 5E and X.8’s class as control class used conventional teaching. The result showed us that the students achievement in the class that used teaching model ‘Learning Cycles 5E’ is better than the class which did not use the model.

Transforming common-sense beliefs into Newtonian thinking through Just-In-Time Teaching

NASA Astrophysics Data System (ADS)

Formica, Sarah P.; Easley, Jessica L.; Spraker, Mark C.

2010-07-01

To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton’s Third Law, 222 students in introductory physics courses taught by traditional lecture styles and Just-in-Time teaching at North Georgia College & State University over the span of five semesters were examined using the Force Concept Inventory as a pretest and a post-test. Overall, the gains favor the Just-in-Time teaching method with a 37.6%±2.0% gain compared to the 17.9%±2.5% seen in traditional lecture classes. When analyzing only those gains pertaining to the Newton’s Third Law questions, the results again favor the Just-in-Time teaching method with a gain of 50.8%±4.1% while the traditional lecture classes only saw a gain of 6.6%±5.2% . We also employed a new method of analysis which was a BIT Coding method created to quickly identify students’ understanding of Newton’s Third Law questions. This study shows that students in courses that are taught using the Just-in-Time teaching strategy better understand Newton’s Third Law after instruction than do students in traditional lecture courses.

This Is Challenger Center...Changing the Way Teachers Teach and Students Learn. [Information Packet].

ERIC Educational Resources Information Center

Challenger Center for Space Science Education, Alexandria, VA.

The Challenger Center for Space Science Education is a not-for-profit educational organization founded in 1986 following the Challenger 51-L space shuttle tragedy. This packet contains a variety of separate sheets and brochures providing information about the activities of the Challenger Center. Challenger Learning Centers provide hands-on,…

The Millennial Student: A New Generation of Learners

ERIC Educational Resources Information Center

Monaco, Michele; Martin, Malissa

2007-01-01

Objective: Each generation comes to college with varying characteristics that distinguish them from their predecessors. Teaching has evolved into a learning centered classroom that focuses on student learning rather than on teacher delivery. The purpose of this article is to introduce the Millennial Student and identify various characteristics…

Response Switching and Self-Efficacy in Peer Instruction Classrooms

ERIC Educational Resources Information Center

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-01-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide…

Teaching with Technology: Creating Student-Centered Classrooms.

ERIC Educational Resources Information Center

Sandholtz, Judith Haymore; And Others

Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The…

Can Students Flourish in Engineering Classrooms?

ERIC Educational Resources Information Center

Boylan-Ashraf, Peggy C.; Freeman, Steven A.; Shelley, Mack C.; Keles, Özgür

2017-01-01

This study investigated the role of a new paradigm in teaching large introductory, fundamental engineering mechanics (IFEM) courses that combined student-centered learning pedagogies and supplemental learning resources. Demographic characteristics in this study included a total of 405 students, of whom 347 (85.7%) are males and 58 are (14.3%)…

A Constructivist Approach To Teaching Transplantation Technology in Science.

ERIC Educational Resources Information Center

Dawson, Vaille

1996-01-01

Addresses the facilitative role of teachers in helping students develop the ability to evaluate ethical issues that arise from transplantation technology. Describes the implementation and evaluation of a bioethics unit. Findings indicate that student-centered strategies can provide opportunities for students to clarify, reflect critically on, and…

Teaching Women's Studies: Exploring Student Engagement in Technology-Rich Classroom Learning Communities

ERIC Educational Resources Information Center

Staking, Kimberlee

2013-01-01

Although university students are key participants in knowledge-making processes, their insights about learning are sparsely documented, and too rarely considered in contemporary conversations in higher education. In centering the insights and experiences of students enrolled in two women's studies courses at the University of Maryland, this…

Students' Investigation of a View Tube

ERIC Educational Resources Information Center

Obara, Samuel

2010-01-01

The inquiry-based approach to learning has gained popularity in recent times. Those who promote this approach maintain that mathematical investigation should be used to engage students. The National Council of Teachers of Mathematics (NCTM) recommends that problem solving be the center of mathematics teaching in promoting student learning through…

C-STARS. School Based Interprofessional Case Management: An Interagency Program for At-Risk Students and Their Families.

ERIC Educational Resources Information Center

Smith, Albert, Jr.; Oaks, Merrill

The documents in this collection provide information about the Center for the Study and Teaching of At-Risk Students (C-STARS), a center committed to meeting the challenge of providing integrated services for at-risk youth and their families. Because C-STARS is housed in a university setting, it has the opportunity to promote interprofessional and…

Teaching Students To Resist Pressures To Drink and Drive: Summary Evaluation 1984-1986. Prevention Center Papers Technical Report No. 18.

ERIC Educational Resources Information Center

Newman, Ian M.; And Others

During the 1983-1986 academic years, the Nebraska Prevention Center for Alcohol and Drug Abuse cooperated with the Omaha Public Schools to assess the effects of the videotape-based educational program "Resisting Pressures to Drink and Drive. " The effects of the program on two cohorts of 9th-grade students, one which participated through their…

A Learner-Centered Spiral Knowledge Approach to Teaching Isotope Geology

NASA Astrophysics Data System (ADS)

Reid, M. R.

2006-12-01

Aided by the insights I gained by participation in the Arizona Board of Regents Tri-University Collaboration on Learner-Centered Practice, I made major changes to a graduate course in isotope geology (GLG617), including: 1) implementation of a spiral knowledge approach (e.g., Bruner, 1990; Dyar et al., 2004); 2) incorporation of more learner-centered in-class activities; and 3) more explicit emphasis on skills that I regarded as important for success in geochemistry. In the geosciences, the field of isotope geology is now an essential area of inquiry with implications for geologic timescales, climate information, tracing geochemical processes, and biological evolution, to name a few. The traditional approach to teaching isotope geology suffers from the fact that learning tends to be compartmentalized by technique/approach and one subfield (e.g., stable or radiogenic isotopes) is usually favored by appearing earlier in semester. To make learning more integrated, I employed a simplified spiral learning approach so that common principles could be revisited several times over the course of the semester and, in so doing, students' grasp of the fundamental principles could be scaffolded into greater understanding. Other learner-centered changes to the course included more explicit emphasis on helping students become comfortable with interpreting data displayed graphically and explicit emphasis on helping students give and evaluate oral presentations that rely on isotope data. I also developed a detailed grading rubric for the final paper and allowed students to have a draft of their final papers evaluated and graded (guided by Huba and Freed, 2000) A number of cooperative learning activities developed specifically for this course (19 in all) enabled me to gain a better appreciation for students' learning. Activities included pair share, round-robin, small group explorations of techniques and case studies (sometimes as introduction to, sometimes as review of material), and Jeopardy-style review sessions. Student learning was also encouraged by brief take-home assignments (graded for "participation") and announced and unannounced quizzes on reading and lecture material. On assessment questionnaires completed after three major milestones in the course (the mid-term exam, the first oral presentation, and the final paper), students ranked the in-class cooperative learning activities as on par with lectures and homework exercises in facilitating their learning. Students recorded improvements in perceived comfort levels with the three major goals identified for the course as the semester progressed even though they were not explicitly reminded of these goals at the time of assessment. Exam performance was better than average and student evaluations indicated greater instructor satisfaction. I enjoyed teaching the class as much as any I have ever taught. References cited: Bruner, J., 1990. Acts of Meaning. Harvard University Press.; Dyar, M.D., Gunter, M.E., Davis, J.C., and Odell, M.R., 2004. Integration of new methods into teaching mineralogy; Huba, M.E. and Freed, J.E., 2000. Learner-centered Assessment on College Campus: Shifting the Focus from Teaching to Learning. Allyn and Bacon.

The use of films as a teaching tool for the teaching-learning process in bioethics.

PubMed

Pereira Rates, Camila Maria; Maciel Silva, Larriny; Moura Pereira, Lívia; Reis Pessalacia, Juliana Dias

2014-01-01

Identifying the contribution of using films in the process of teaching-learning in bioethics and verifying the facilities and difficulties in using this teaching resource. A qualitative study analyzed from the Bardin referential. Semi-structured interviews were carried out, recorded, and transcribed in full. For definition of the sample was used the criteria of repetition. In total, participated in the study 21 students of Nursing and Biochemistry, members of a Center for Teaching and Research in Bioethics of a public federal university in the city of Divinópolis, Minas Gerais, Brazil. During the analysis of interviews, two thematic categories and two subcategories emerged. In their responses, students indicated the importance of viewing the bioethical problem for the reflection and decision-making in professional practice. Many reported that from the experience in discussions of the films showed, were made changes in the ethical position. The use of films as a teaching resource contributes to the process of teaching-learning in bioethics for undergraduate students. The discussions of the films are stimulating and provide a space for reflection and dialogue on bioethical problems that students may encounter in their professional practice.

Performance of Clinical Nurse Educators in Teaching Pharmacology and Medication Management: Nursing Students' Perceptions.

PubMed

Ghamari Zare, Zohre; Adib-Hajbaghery, Mohsen

2016-03-01

Pharmacological knowledge and medication management skills of student nurses greatly depend on the clinical nurse educators' performance in this critical issue. However, the Iranian nurse educators' performance in teaching pharmacology and medication management are not adequately studied. The current study aimed to investigate the nursing students' perceptions on the status of clinical pharmaceutical and medication management education. A cross-sectional study was conducted on all 152 nursing students registered in the seventh and eighth semesters at the Qom and Naragh branches of Islamic Azad University, and Kashan University of Medical Sciences in 2013 - 2014 academic year. The students' perceptions on the performance of clinical nurse educators in teaching pharmacology and medication management were assessed using a researcher made questionnaire. The questionnaire consisted of 31 items regarding clinical educators' performance in teaching pharmacology and medication management and two questions about students' satisfaction with their level of knowledge and skills in pharmacology and medication management. Descriptive statistics was employed and analysis of variance was performed to compare the mean of scores of teaching pharmacology and medication management in the three universities. Among a total of 152 subjects, 82.9% were female and their mean age was 22.57 ± 1.55 years. According to the students, instructors had the weakest performance in the three items of teaching pharmacology and medication management based on the students' learning needs, teaching medication management through a patient-centered method and teaching pharmacology and medication management based on the course plan. The students' satisfaction regarding their own knowledge and skill of pharmacology and medication management was at medium level. Nursing students gave a relatively low score in several aspects of their instructors' performance regarding teaching pharmacology and medication management. It seems that many clinical nurse educators in the studied settings were incompetent especially in teaching pharmacology and medication management, while these are critical areas and need special attention.

The Laser Teaching Center at Stony Brook

NASA Astrophysics Data System (ADS)

Metcalf, Harold

2010-03-01

Stony Brook's Laser Teaching Center was built more than ten years ago to serve a clientele ranging from high school (HS) students to graduate students. Its construction in a formerly open hallway area was financed by donations from private corporations and foundations, and it was equipped with similar contributions. It provides a working area for laser and optics-related projects, both individual and group. Its daily operations are overseen by a highly-dedicated Ph.D. who is a department employee. It is populated by HS students doing science fair related research, including the major national contests (in which we have many finalists and semifinalists), undergraduates doing extra-credit course projects and other kinds of research activities, graduate students in a special course called ``Optics Rotation,'' and many others who come to use its facilities. All of its denizens benefit enormously by occasional prestigious visitors. Students are drawn from among our undergraduates and graduate students, NSF's WISE program, special HS summer programs, and direct application from the outside. We have an excellent record of placing our HS students in the highest ranking colleges.

People, Animals and the Environment: An Educational Simulation Game. Teacher's Guide and Student Guide.

ERIC Educational Resources Information Center

American Animal Welfare Foundation, St. Paul, MN.

This document consists of a teacher guide and a student guide to an educational simulation game that provides students with an opportunity to examine the relationship between humans and animals, and to explore the roles that animals play in daily life. The teaching technique employed is a student-centered process in which students work…

The University of Nebraska at Omaha Center for Space Data Use in Teaching and Learning

NASA Technical Reports Server (NTRS)

Grandgenett, Neal

2000-01-01

Within the context of innovative coursework and other educational activities, we are proposing the establishment of a University of Nebraska at Omaha (UNO) Center for the Use of Space Data in Teaching and Learning. This Center will provide an exciting and motivating process for educators at all levels to become involved in professional development and training which engages real life applications of mathematics, science, and technology. The Center will facilitate innovative courses (including online and distance education formats), systematic degree programs, classroom research initiatives, new instructional methods and tools, engaging curriculum materials, and various symposiums. It will involve the active participation of several Departments and Colleges on the UNO campus and be well integrated into the campus environment. It will have a direct impact on pre-service and in-service educators, the K12 (kindergarten through 12th grade) students that they teach, and other college students of various science, mathematics, and technology related disciplines, in which they share coursework. It is our belief that there are many exciting opportunities represented by space data and imagery, as a context for engaging mathematics, science, and technology education. The UNO Center for Space Data Use in Teaching and Learning being proposed in this document will encompass a comprehensive training and dissemination strategy that targets the improvement of K-12 education, through changes in the undergraduate and graduate preparation of teachers in science, mathematics and technology education.

Transforming Future Teaching through "Carpe Diem" Learning Design

ERIC Educational Resources Information Center

Salmon, Gilly; Wright, Phemie

2014-01-01

Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as…

TEACHING INTERNSHIPS-CORE PROGRAM.

ERIC Educational Resources Information Center

Southern Illinois Univ., Carbondale.

TO DEVELOP TEACHERS FOR STUDENTS IN SEMIPROFESSIONAL OR CAREER PROGRAMS, THE JUNIOR COLLEGE DISTRICT OF ST. LOUIS AND ST. LOUIS COUNTY AND THE SOUTHERN ILLINOIS UNIVERSITY UNDERTOOK A MIDWEST TECHNICAL EDUCATION CENTER PROJECT, FUNDED BY THE FORD FOUNDATION AND CALLED THE TEACHING INTERNSHIP-CORE PROGRAM. GRADUATE CREDIT, AS WELL AS FINANCIAL…

Getting More Scientists to Revamp Teaching

ERIC Educational Resources Information Center

Vicens, Quentin; Caspersen, Michael E.

2014-01-01

Despite extensive evidence in favor of student-centered teaching practices over traditional lecturing, most science faculty do not embrace these modes of instruction. Professional development efforts are plentiful, but they can lack in impact or scalability, or both. The factors that determine professional development quality within a research…

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

ERIC Educational Resources Information Center

Rarick, Damon O.

2010-01-01

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

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.

PubMed

Connell, Georgianne L; Donovan, Deborah A; Chambers, Timothy G

2016-01-01

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. © 2016 G. L. Connell, D. A. Donovan, and T. G. Chambers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The use of online discussions for post-clinical conference.

PubMed

Berkstresser, Kristie

2016-01-01

Nurse educators, at every level of pre-licensure nursing education, are charged with developing critical thinking skills within their students. Post-clinical conference is one teaching strategy that nurse educators can employ to help promote the development of critical thinking skills in pre-licensure nursing students. However, traditional face-to-face post-clinical conference is marred with issues and concerns, as identified in the nursing education literature. An alternative to face-to-face post-clinical conference, asynchronous online learning environment, mitigates the issues and concerns associated with traditional post-clinical conference. Adult learning theory supports the use of asynchronous online learning environment because the asynchronous online learning environment promotes student-centered teaching strategy in place of teacher-centered learning, which by its nature traditional face-to-face post-clinical conference tends to support. Copyright © 2015 Elsevier Ltd. All rights reserved.

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice.

PubMed

Root, Jenny R; Stevenson, Bradley S; Davis, Luann Ley; Geddes-Hall, Jennifer; Test, David W

2017-02-01

Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165-179, 2005; Gersten et al., Exceptional Children 71:149-164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.

Second Thoughts on Educational Innovation and New Faculty

NASA Astrophysics Data System (ADS)

Ringwald, F. A.

2003-05-01

New Math. Teaching machines. Programmed instruction. Whole Language. Educational television. Self-esteem. Process writing. Writing about "feelings." We have seen many educational innovations in recent years. Now, it's Peer Instruction, also called Active Learning, also called Learner-Centered Teaching. Fine, I say: after all, what I do is active and learner-centered, too. But is the introduction to new techniques really what new faculty need? Wouldn't the effort be better spent helping them with making their teaching better, as opposed to merely innovative? There are many things they need to know that almost no one is telling them, the most important of which is that they are not alone when dealing with the special problems of today's students. New faculty also need to be active and productive researchers, who are increasingly expected to involve students in research. This talk will examine these and other issues for new faculty.

Electronic Health Record Impacts on Family Medicine Teachers: Survey of Third-Year Medical Student Clerkship Preceptors at an Academic Medical Center.

PubMed

Curry, Elizabeth; Oser, Tamara K; Oser, Sean M

2017-10-01

Electronic Health Record (EHR) use in clinical practice has accelerated in recent years. While several aspects of EHR use have been extensively studied, there is little data on EHR impacts on medical student educators, especially those involved in outpatient family medicine. This study evaluated perceived impacts of EHR use on clinician teachers of outpatient family medicine. The study used a mixed methods survey of clinicians who teach third-year medical students during the required family and community medicine outpatient clerkship at a Mid-Atlantic medical school. Among 50 completed surveys, most respondents reported that the EHR had impacted their teaching (70% reported at least one negative effect; 84% reported at least one positive effect). Positive impacts included more easily viewing information, more effectively teaching evidence-based medicine, and teaching about EHR use itself. Negative impacts included less time teaching or interacting with students, and a perception that EHR use impedes development of students' critical thinking and clinical integration skills. Providers who have taught medical students both with and without EHR in place (>P=.024), those over 50 years old (>P=.019), and those with at least 5 years teaching experience (>P=.006) were more likely to report negative impacts. Most preceptors reported that EHR use had both positive and negative impacts on their teaching of medical students, though the negative effects were perceived by respondents as more substantial, consistent with a theme of decreased enthusiasm for teaching due to EHR use. These findings can be used to help inform faculty development and education initiatives.

Effective pedagogies for teaching math to nursing students: a literature review.

PubMed

Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.

Benefits of Teaching Medical Students How to Communicate with Patients Having Serious Illness

PubMed Central

Ellman, Matthew S.; Fortin, Auguste H.

2012-01-01

Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students’ development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features ― as well as some differences ― are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas. PMID:22737055

An Advanced Professional Pharmacy Experience in a Community Setting Using an Experiential Manual

PubMed Central

Lee, Karen W.; Machado, Matthew R.; Wenzel, Marie M.; Gagnon, James M.; Calomo, Joseph M.

2006-01-01

Objectives To determine the usefulness of a teaching and learning tool used to create structure for advanced pharmacy practice experiences (APPEs) in community pharmacy settings, and to identify differences between respondents' perspectives on the relevance and practicality of implementing specific community pharmacy-related topics during the experience. Design Community practice faculty members designed a manual that outlined a week-by-week schedule of student activities, consistent with the Center for the Advancement of Pharmaceutical Education (CAPE) outcome-based goals, and included associated teaching, documentation, and assessment tools. The manual was distributed to site preceptors and students. Assessment Eighty-six PharmD students responded to a questionnaire upon completion of their community APPE. Student feedback concerning the impact of the manual relative to interactions with site preceptors and their overall learning experience was relatively positive. Conclusion The manual was an effective teaching and learning tool for students completing a community APPE. PMID:17149421

Building Personal and Social Competence through Cancer-Related Issues

ERIC Educational Resources Information Center

Donovan, Owen M.

2009-01-01

This article presents a teaching technique that aims to demonstrate pedagogy consistent with the characteristics of effective health education curricula that is student-centered, builds personal and social competence, and embeds assessment throughout the learning process. This teaching technique is appropriate for middle and high school students…

Handbook on Teaching Social Issues. NCSS Bulletin 93.

ERIC Educational Resources Information Center

Evans, Ronald W., Ed.; Saxe, David Warren, Ed.

This handbook explores the issues-centered curriculum for social studies teaching and how student performance reflects an intellectual capacity to address public issues. The book is divided into 11 parts with essays to address specific aspects of the approach. The foreword, written by Shirley Engle, establishes a context for issues-based…

Barriers to and Facilitators of Feminist Pedagogy in College and University Teaching. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Wakai, Sara T.

This study examined faculty characteristics and teaching environments of higher education institutions that may hinder or facilitate student-centered pedagogical practices derived from feminist theory. Feminist pedagogy generally advocates democratizing the classroom, building cooperative learning environments, legitimizing personal experiences as…

A Faculty Driven Teaching & Learning Center: The Evolution of a Professional Development Venture.

ERIC Educational Resources Information Center

Sablan, Helen

Tacoma Community College (TCC), in Washington, has implemented a comprehensive professional development program to serve the training and development needs of its employees. Program goals include promoting student success through curriculum review and teaching development, increasing opportunities for professional development, building a positive…

Enabling and Challenging Factors in Institutional Reform: The Case of SCALE-UP

ERIC Educational Resources Information Center

Foote, Kathleen; Knaub, Alexis; Henderson, Charles; Dancy, Melissa; Beichner, Robert J.

2016-01-01

While many innovative teaching strategies exist, integration into undergraduate science teaching has been frustratingly slow. This study aims to understand the low uptake of research-based instructional innovations by studying 21 successful implementations of the Student Centered Active Learning with Upside-down Pedagogies (SCALE-UP) instructional…

Inspiring Educators to Teach Wind Energy

ERIC Educational Resources Information Center

Perez, Gustavo

2013-01-01

The need to teach students about alternative energy will continue to gain importance given the increasing growth and demands of the renewable energy industry. This article describes an activity focused on wind energy that the author introduced at the Annual STEM Symposium sponsored by Texas's Region One Education Service Center that can be…

Teaching an Electrical Circuits Course Using a Virtual Lab

ERIC Educational Resources Information Center

Rahman, Md Zahidur

2014-01-01

This paper describes designing and implementing a scholarship of teaching and learning (SoTL) study in a basic electrical circuits course at LaGuardia Community College. Inspired by my understanding of Shulman's (2005) concept of "signature pedagogy" and Mazur's (2009) emphasis on student-centered approaches, and aware that our students…

Power, Voice and Democratization: Feminist Pedagogy and Assessment in CMC.

ERIC Educational Resources Information Center

Campbell, Katy

2002-01-01

Discussion of differences in the ways that female and male faculty approach the use of technology in teaching focuses on a study of female faculty learning design preferences in critical feminist teaching. Considers learner-centered approaches; interactions with students in computer-mediated communication (CMC); democratization in online…

Why Gateway-Course Improvement Should Matter to Academic Discipline Associations and What They Can Do to Address the Issues

ERIC Educational Resources Information Center

Brookins, Julia; Swafford, Emily

2017-01-01

Academic faculty members often maintain strong identities based on the primary discipline of their graduate training and teaching. While teaching cultures differ across fields, disciplinary associations like the American Historical Association have been active in supporting student-centered curricular work.

Standard Implications: Alaskans Reflect on a Movement To Change Teaching.

ERIC Educational Resources Information Center

Calkins, Annie, Ed.; Christian, Scott, Ed.

In this anthology, rural Alaskan English teachers in the Bread Loaf Rural Teacher Network describe their experiences implementing new state education standards while continuing their commitment to learner-centered and place-based practice. The book presents narratives about teaching grounded in knowledge and understanding of students and…

Teaching Evolution: From SMART Objectives to Threshold Experience

ERIC Educational Resources Information Center

Wolf, Alexander; Akkaraju, Shylaja

2014-01-01

Despite the centrality of evolution to the study of biology, the pedagogical methods employed to teach the subject are often instructor-centered and rarely embedded in every topic throughout the curriculum. In addition, students' prior beliefs about evolution are often dismissed rather than incorporated into the classroom. In this article we…

Active Learning Strategies in Physics Teaching

ERIC Educational Resources Information Center

Karamustafaoglu, Orhan

2009-01-01

The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

ERIC Educational Resources Information Center

Morris, Anne K.; Hiebert, James

2011-01-01

To solve two enduring problems in education--unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction--the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside…

Why Teaching Is Not an Exact Science

ERIC Educational Resources Information Center

Anderson-Loy, Lynne

2016-01-01

Lynne Anderson-Loy teaches science to sixth-, seventh-, and eighth-graders in the Contemporary School and the Regional Safe School at Woodruff Career and Technical Center in the Peoria (Illinois) Public Schools District. In this article, she describes her experience of learning how to manage student behavior in various schools throughout her…

An Inquiry if Faculty Ownership in Their Post-Secondary Institutions Would Influence Their Engagement in Teaching and Fit at Work

ERIC Educational Resources Information Center

Voykhansky, Greg Isaak

2017-01-01

The purpose of this study was to test if faculty ownership in their post-secondary institutions would influence their engagement in teaching and fit at work. Supporting faculty sense of belonging and identifying with its' institution, as well as the faculty engagement in teaching, are among the top priorities for the student-centered leadership in…

Finding the Center of Volume of the Forearm

NASA Astrophysics Data System (ADS)

Klein, Stacy S.; Roselli, Robert J.

2008-04-01

A typical first-year physics course teaches students about the center of mass using both regular and irregularly shaped objects. Students often suspend an object in each of two dimensions from a string with the intersection determining the center of mass of the object. While these methods can be effective, they are not particularly exciting or motivating. Wouldn't it be more interesting to find the center of mass of a body part, such as the forearm? Through a series of simple measurements and assumptions, students can generate a first-order approximation of the center of volume and center of mass of their forearm. Comparisons can be made between the muscular forearm of the football player in the class with the scrawniest arm in the room, creating a deeper understanding of center of mass and how it relates to the human body.

Effective teaching behaviors in the emergency department: A qualitative study with Millennial nursing students in Shanghai.

PubMed

Jiang, Jinxia; Zeng, Li; Kue, Jennifer; Li, Hong; Shi, Yan; Chen, Cuiping

2018-02-01

Millennial nursing students are different from generations before especially with the rapid development of China's economy, their varieties of characteristics affect the clinical teaching and learning. But how their learning preference impact their learning outcomes remain unclear. The aim of this study is to explore effective teaching methods in the emergency department from the perspective of Millennial nursing students in Shanghai, China. One of the main objectives is to provide valuable information to help nursing programs in China to effectively educate Millennial students to deliver patient-centered care and to meet medical changes according to Chinese healthcare reform. Qualitative study design was used and semistructured interviews were conducted in a purposive sample of 16 nursing students from six colleges of nursing and five nursing high schools in Shanghai. They are from eight geographical areas across China and have a clinical practice in the teaching hospital. Colaizzi seven-step framework was applied for data analysis. Three themes were emerged including: demonstrating harmonious faculty-student relationship, possessing professional competence and being empathetic for teaching. The findings of this study provide valuable information for promoting the clinical teaching quality in China. It is crucial to put more emphasis on demonstrating harmonious faculty-student relationship, rendering Millennial students more caring behavior, possessing sufficient competence in both knowledge and skills, and taking full advantage of technology in clinical teaching. The results of this study are relevant to envision the future training of clinical nursing teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

The status of bedside teaching in the United Kingdom: the student perspective

PubMed Central

Jones, Patrick; Rai, Bhavan Prasad

2015-01-01

Purpose Bedside teaching holds a strong tradition as a key-learning platform for clinical examination in the basic medical clerkship. There is a growing body of literature expressing concern for its witnessed decline in medical school curricula. However, the views of students toward this patient-centered cornerstone in surgical education remain under-reported. The purpose of this study was to gain a nationwide perspective on bedside teaching according to medical students in the United Kingdom. Materials and methods An adapted Delphi method was employed to formulate the question series as part of a multi-step process including a pilot study, which was used to construct this survey. The target population was medical undergraduates in the United Kingdom and participants were recruited via social media. Outcomes assessed included exposure to bedside teaching, perceived benefits of clinical simulation, and junior doctors as clinical teachers. Barriers to clinical examination were also evaluated. Results Overall, 368 completed surveys were received (completion rate 98.9%). Final year students were significantly more likely to report receiving insufficient bedside teaching (P<0.01). Seventy-eight percent of the study group agreed that clinical simulation is a good learning tool for clinical examination. Seventy percent of students felt junior doctors were as able as senior doctors to teach. Lack of confidence was identified as the commonest barrier to overcome when examining patients and two-thirds of students felt they burdened patients during bedside teaching. Conclusion This prospective study confirms the exposure deficit, which medical students experience in bedside teaching. The junior doctor represents a dynamic clinical teacher in the face of working time directives. Peer learning is a novel solution to such pressures. Work is needed to re-establish the hospital wards as a supportive environment for student learning. PMID:26082672

The Transition to Diverse Online Teaching and Student Learning in Higher Education

ERIC Educational Resources Information Center

Miller, Melissa L.

2015-01-01

This paper addresses the concern of educating diverse university students in an increasingly digital environment. Specifically, educators question the quality of student online research skills and how to address gaps in research skills in both the virtual and physical classroom. A 2012 survey conducted by the Pew Research Center in collaboration…

How Students Make Sense of and Respond to Messages about Information in Higher Education

ERIC Educational Resources Information Center

Mark, Amy E.

2009-01-01

As critical thinking, student-centered learning, and assessment have become essential to the mission of institutions of higher education, librarians are increasingly challenged to assist the university in meeting these goals by teaching information literacy. Information seeking behavior of students has been studied as faculty and librarians…

A Bookstore for Bailey: A Novel Approach to Teaching a Small-Business Management Course

ERIC Educational Resources Information Center

Bergquist, Timothy M.; Maggs, Anne

2011-01-01

This article presents the development of an online, student-centered, introductory small-business management course that uses an educational business novel, hypertext graphic-design features, an interactive workbook, and a student-authored final chapter. Student learning was assessed through the use of a pre- and posttest survey. Student…

From Seatwork to Feetwork: Engaging Students in Their Own Learning

ERIC Educational Resources Information Center

Nash, Ron

2011-01-01

How do you teach students to communicate, collaborate, and solve problems? In his engaging style, Ron Nash shows teachers how to create a student-centered environment that transforms learners from passive attendees into active participants and leaders in the classroom. Building on the foundation of his prior works on active learning, he combines…

Using MBTI for the Success Assessment of Engineering Teams in Project-Based Learning

ERIC Educational Resources Information Center

Rodríguez Montequín, V.; Mesa Fernández, J. M.; Balsera, J. Villanueva; García Nieto, A.

2013-01-01

Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects. The students have to conduct significant projects and cope with realistic working conditions and scenarios. PBL is generally done by groups of students working together towards a common goal. Several factors play…

Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course

ERIC Educational Resources Information Center

Russell, Jae-eun; Van Horne, Sam; Ward, Adam S.; Bettis, Arthur, III.; Sipola, Maija; Colombo, Mariana; Rocheford, Mary K.

2016-01-01

This study investigated students' attitudes, engagement, satisfaction, and performance in Introduction to Environmental Science after it was transformed from a typical large lecture to a student-centered learning environment. The instructors of the course collaborated with the Office of Teaching, Learning & Technology and radically redesigned…

Engaging Students in Large Health Classes with Active Learning Strategies

ERIC Educational Resources Information Center

Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

2017-01-01

Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

Reevaluating Bloom's Taxonomy: What Measurable Verbs Can and Cannot Say about Student Learning

ERIC Educational Resources Information Center

Stanny, Claudia J.

2016-01-01

Faculty and assessment professionals rely on Bloom's taxonomy to guide them when they write measurable student learning outcomes and describe their goals for developing students' thinking skills. Over the past ten years, assessment offices and teaching and learning centers have compiled lists of measurable verbs aligned with the six categories…

Serving Special Needs Students in the School Library Media Center. Greenwood Professional Guides in School Librarianship.

ERIC Educational Resources Information Center

Wesson, Caren L., Ed.; Keefe, Margaret J., Ed.

This collection of papers considers how the school library media specialist serves special needs students and classroom teachers in multiple roles as teacher, information specialist, and instructional consultant or collaborator. Included are the following papers: "Teaching Library and Information Skills to Special Needs Students" (Caren…

The Effect of Picture Story Books on Students' Reading Comprehension

ERIC Educational Resources Information Center

Roslina

2017-01-01

As a non formal education students, PKBM (a Non-Formal Community Learning Center) Medaso Kolaka students tend to encounter some difficulties in reading such as low motivation, infrequent tutors (non-formal education teachers) coming, inappropriate teaching materials, etc. This research aimed to investigate the effects of picture story books on the…

Introduction to Opera: A Guide for the Instructor.

ERIC Educational Resources Information Center

Herrold, Rebecca

A guide for teaching the essential musical elements of opera to undergraduate students is provided. The course centers around "The Marriage of Figaro" by Mozart. It is presented in four sections. In section I, students investigate type casting of opera singers in terms of the ranges of their voices. Students learn to differentiate coloratura,…

Teaching Graduate Students The Art of Science

NASA Astrophysics Data System (ADS)

Snieder, Roel; Larner, Ken; Boyd, Tom

2012-08-01

Graduate students traditionally learn the trade of research by working under the supervision of an advisor, much as in the medieval practice of apprenticeship. In practice, however, this model generally falls short in teaching students the broad professional skills needed to be a well-rounded researcher. While a large majority of graduate students considers professional training to be of great relevance, most graduate programs focus exclusively on disciplinary training as opposed to skills such as written and oral communication, conflict resolution, leadership, performing literature searches, teamwork, ethics, and client-interaction. Over the past decade, we have developed and taught the graduate course "The Art of Science", which addresses such topics; we summarize the topics covered in the course here. In order to coordinate development of professional training, the Center for Professional Education has been founded at the Colorado School of Mines. After giving an overview of the Center's program, we sketch the challenges and opportunities in offering professional education to graduate students. Offering professional education helps create better-prepared graduates. We owe it to our students to provide them with such preparation.

Librarians and occupational therapy faculty: a collaboration for teaching evidence-based practice.

PubMed

Vogel, Kimberly A

2012-01-01

Students in allied health educational programs learn evidence-based practice (EBP) skills, yet often do not consistently utilize these skills as practitioners. Barriers to implementing EBP include time pressures and lack of skill. This descriptive study explains how librarians can teach information literacy skills and strengthen knowledge of EBP in graduate occupational therapy (OT) students. The goal of the study was to evaluate students' perception of the effectiveness of learning activities about EBP, and librarians' perception of the value of teaching in an OT curriculum. Sixty-three students at the University of Texas Health Science Center at San Antonio read articles and learned didactic information from OT faculty and librarians about EBP. Students researched intervention questions and electronically sent searches to librarians for feedback. Students applied skills by researching an intervention of their choice. Evaluative data were collected from students in 2009 and 2010 and from librarians in 2009. Both groups rated the learning experiences highly. Students felt the learning experiences improved their effectiveness in carrying out EBP. Librarians valued the experience of teaching information literacy to OT students. These results support other studies showing librarians' effectiveness in developing EBP skills in students. Recommendations are given about using journal clubs and secondary literature to ensure the use of EBP at the workplace.

Data Mining for Social Work Students: Teaching Practice-Based Research in Conjunction with a Field Work Placement

ERIC Educational Resources Information Center

Auslander, Gail K.; Rosenne, Hadas

2016-01-01

Although research studies are important for social work students, the students rarely like research classes or see their value. At the Hebrew University of Jerusalem, one group of BSW students was encouraged to carry out the required research in their field work setting, the Hadassah University Medical Center. Students used data mining, that is,…

A Week in the Wilderness of the Great Smoky Mountains Institute at Tremont: An Outdoor Science Education Course for Graduate and Undergraduate Students

NASA Astrophysics Data System (ADS)

Radencic, S.; Walker, R. M.; Anthony, K. V.

2014-12-01

Graduate and undergraduate students with an interest in science education complete an intensive three-week "Maymester" course at Mississippi State University that includes one week of field experience teaching science in outdoor environments. The focus of the course includes the history and rationales for interdisciplinary outdoor education and informal learning environments while promoting successful pedagogical practices to enhance science instruction. Students gain valuable outdoor education field experience through a week of full emersion at a residential environmental learning center at the Great Smoky Mountains Institute at Tremont, TN (www.gsmit.org) that challenges perceptions of what many believe are "good teaching" practices. Tremont offers multiple overnight educational options for K-12 schools, teacher professional development programs, master naturalists trainings, and citizen science opportunities to the public. Being fully immersed in the outdoors teaching and learning about Earth Science interdisciplinary topics creates a paradigm shift in what is considered to be effective teaching by the graduate and undergraduate participants. Prior to the week at Tremont, students select a Tremont created outdoor educational activity to teach their fellow the graduate and undergraduate students while at Tremont. All activities promote inquiry and hands-on exploration utilizing authentic science process skills in outdoor field research settings that can also be adapted for local school environments. At Tremont the students reside in platform tents located at the center to allow complete immersion in the culture of informal learning unique to outdoor education. In addition to gaining personal experiences leading outdoor science activities, the college students get to actively observe experts in the field of outdoor ecological education model exemplary pedagogical practices of guided inquiry and effective questioning strategies. The impact of the full emersion field experience gained by class participants will be one that they can implement into a variety of science education settings to enrich understanding of the Geosciences to diverse audiences.

Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

NASA Astrophysics Data System (ADS)

Lee, Jeong-A.; Kim, Chan-Jong

2017-09-01

This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

Perceptions of the use of critical thinking teaching methods.

PubMed

Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

2012-01-01

To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

[Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education].

PubMed

Chiou, Shwu-Fen; Su, Hsiu-Chuan; Liu, Kuei-Fen; Hwang, Hei-Fen

2015-06-01

The traditional "teacher-centered" instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the "flipped classroom" concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan.

Teaching Challenged-Based Curriculum in a Statistics Classroom: The Effect on Motivation Orientation for Regular and Special Education Students

ERIC Educational Resources Information Center

Wimpey, Amanda Dickard

2010-01-01

Because the high school statistics curriculum is often teacher centered and lacking in innovativeness, students tend to struggle academically in statistics courses, particularly those students who are served by special education. This problem has been linked to a student's motivation to learn. The purpose of this study was to investigate the…

Teledermatology as an educational tool for teaching dermatology to residents and medical students.

PubMed

Boyers, Lindsay N; Schultz, Amanda; Baceviciene, Rasa; Blaney, Susan; Marvi, Natasha; Dellavalle, Robert P; Dunnick, Cory A

2015-04-01

Although teledermatology (TD) is regarded as a tool to improve patient access to specialty healthcare, little has been done to evaluate its role in medical education. We describe the TD program at the Denver (CO) Department of Veterans Affairs Medical Center and evaluate its use as an educational tool for teaching dermatology to dermatology residents and medical students. Dermatology residents manage TD consultations and review all cases with a faculty preceptor; medical students participate as observers when possible. This study assessed dermatology resident (n=14) and medical student (n=16) perceptions of TD and its usefulness in teaching six core clinical competencies. Both residents (79%) and medical students (88%) "strongly agree" or "agree" that TD is an important educational tool. In general, medical students were slightly more satisfied than residents across all of the core competencies assessed except for patient care. Medical students and residents were most satisfied with the competencies of practice-based learning and improvement and medical knowledge, whereas they were least satisfied with those of interpersonal and communication skills and professionalism. Overall, TD is valued as a teaching tool for dermatology in the areas of patient care, medical knowledge, practice-based learning and improvement, and systems-based practice.

It ain't what you say, it's how you say it: linguistic and cultural diversity in the classroom.

PubMed

Robinson, Cynthia Cole; Clardy, Pauline

2011-01-01

The disparity between the cultural and linguistic diversity of the teaching population and the student population continues to grow as teacher education programs enroll and graduate primarily white teacher candidates (83.7%). At the same time, the diversity of the K-12 student body has increased with 65% of public school students being from culturally and linguistically diverse backgrounds (National Center for Education Statistics, 2007). This chasm between the diversity of the teaching force and student population is of concern as many teachers report that they do not have the cultural knowledge and experience of working or living in diverse environments, yet will be faced with teaching a very diverse student population. Hence, the need for teacher candidates and current teachers to be explicitly taught the skills needed to successfully teach diverse student populations is urgent. In this article, we explore the following phenomena: how linguistic and cultural diversity is regarded in teacher education programs, as well as teacher candidates' and current K-12 teachers' dispositions towards students who do not share their cultural backgrounds or language (including those who vary in their dialects). Finally, we will present strategies that teacher educators can use to embrace and empower culturally and linguistically diverse (CLD) teacher candidates, as well as prepare teacher candidates to teach diverse student populations.

Working with Advanced Primary School Students in Physics

NASA Astrophysics Data System (ADS)

Jankovic, Ljiljana; Cucic, Dragoljub

2010-01-01

Working with students who have special needs is the type of work that requires special engagement and skills of those who perform it. Working with gifted children requires outstanding knowledge of a teacher and above all the teachers should be very well informed on the subject they teach, Physics in our case. This work also requires great pedagogical and psychological skills so that these talented students would be approached in a suitable way. In this paper we will present to you our methods of teaching Physics to these talented children (13 years old), in the Regional Center for Talents "Mihajlo Pupin" in Pancevo.

Changing to Concept-Based Curricula: The Process for Nurse Educators

PubMed Central

Baron, Kristy A.

2017-01-01

Background: The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. Objective: The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. Methods: The sample included eight educators from two institutions in one Western state using a grounded theory design. Results: The themes that emerged from participants’ experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process. Conclusion: Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching. PMID:29399236

Teachers' perspectives on the challenges of teaching physical education in urban schools: the student emotional filter.

PubMed

McCaughtry, Nate; Barnard, Sara; Martin, Jeffrey; Shen, Bo; Kulinna, Pamela Hodges

2006-12-01

The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.

Realistic Matematic Approach through Numbered Head Together Learning Model

NASA Astrophysics Data System (ADS)

Sugihatno, A. C. M. S.; Budiyono; Slamet, I.

2017-09-01

Recently, the teaching process which is conducted based on teacher center affect the students interaction in the class. It causes students become less interest to participate. That is why teachers should be more creative in designing learning using other types of cooperative learning model. Therefore, this research is aimed to implement NHT with RMA in the teaching process. We utilize NHT since it is a variant of group discussion whose aim is giving a chance to the students to share their ideas related to the teacher’s question. By using NHT in the class, a teacher can give a better understanding about the material which is given with the help of Realistic Mathematics Approach (RMA) which known for its real problem contex. Meanwhile, the researcher assumes instead of selecting teaching model, Adversity Quotient (AQ) of student also influences students’ achievement. This research used the quasi experimental research. The samples is 60 students in junior high school, it was taken by using the stratified cluster random sampling technique. The results show NHT-RMA gives a better learning achievement of mathematics than direct teaching model and NHT-RMA teaching model with categorized as high AQ show different learning achievement from the students with categorized as moderate and low AQ.

Developing a radiology-based teaching approach for gross anatomy in the digital era.

PubMed

Marker, David R; Bansal, Anshuman K; Juluru, Krishna; Magid, Donna

2010-08-01

The purpose of this study was to assess the implementation of a digital anatomy lecture series based largely on annotated, radiographic images and the utility of the Radiological Society of North America-developed Medical Imaging Resource Center (MIRC) for providing an online educational resource. A series of digital teaching images were collected and organized to correspond to lecture and dissection topics. MIRC was used to provide the images in a Web-based educational format for incorporation into anatomy lectures and as a review resource. A survey assessed the impressions of the medical students regarding this educational format. MIRC teaching files were successfully used in our teaching approach. The lectures were interactive with questions to and from the medical student audience regarding the labeled images used in the presentation. Eighty-five of 120 students completed the survey. The majority of students (87%) indicated that the MIRC teaching files were "somewhat useful" to "very useful" when incorporated into the lecture. The students who used the MIRC files were most likely to access the material from home (82%) on an occasional basis (76%). With regard to areas for improvement, 63% of the students reported that they would have benefited from more teaching files, and only 9% of the students indicated that the online files were not user friendly. The combination of electronic radiology resources available in lecture format and on the Internet can provide multiple opportunities for medical students to learn and revisit first-year anatomy. MIRC provides a user-friendly format for presenting radiology education files for medical students. 2010 AUR. Published by Elsevier Inc. All rights reserved.

Student Stalking of Faculty: Potential Gaps in Campus Faculty Development Efforts

ERIC Educational Resources Information Center

Morgan, Robin K.; Hunter, Sarah; Bertrand, Abigail

2013-01-01

Centers for teaching and learning (CTLs) provide much of the faculty development in universities across the nation. Many of these centers developed out of a need for enhanced faculty development in technology areas. Fifty CTLs provided data in the current study. Types of programs offered by each center were identified, with specific attention…

Culture Shift: Teaching in a Learner-Centered Environment Powered by Digital Learning. Digital Learning Series

ERIC Educational Resources Information Center

Wolf, Mary Ann

2012-01-01

Preparing all students to succeed in today's increasingly global economy and complex world requires a shift from a teacher-centric culture to learner-centered instruction, according to a new report from the Alliance for Excellent Education. This report examines the characteristics of learner-centered instruction and the support that educators and…

Focusing on Student Academic Outcomes. A Working Paper.

ERIC Educational Resources Information Center

Alexander, Joanne M.; Stark, Joan S.

Current methods and instruments for assessing college student academic outcomes are identified and described, and possible outcome measures of NCRIPTAL's (National Center for Research to Improve Postsecondary Teaching and Learning) are suggested. Section I defines college outcomes from several perspectives, including pressures for outcome…

The Belief Systems of University Supervisors in an Elementary Student-Teaching Program.

ERIC Educational Resources Information Center

Zeichner, Kenneth M.; Tabachnick, B. Robert

1982-01-01

A study was conducted to determine the range of supervisory belief systems that existed among nine university supervisors of elementary education student teachers. In interviews, three distinct belief systems emerged: (1) technical/instrumental; (2) personal growth centered; and (3) critical. (FG)

Teaching and Learning beyond the Text.

ERIC Educational Resources Information Center

Fairbanks, Colleen M.

1994-01-01

Based on the author's experience with a Rust Belt high school literacy-development project, this article discusses how teachers use process-centered innovations in language arts classrooms, the pedagogical impulses behind the innovations, and their contributions to student learning. Rather than diminishing students' learning, inquiry-based…

Teach Democracy through Experiences.

ERIC Educational Resources Information Center

Penning, Nick; Hunter, Bruce, Ed.

1987-01-01

To help public schools produce well-educated citizens, the Center for Civic Education (originating at UCLA in 1965) works with elementary and secondary school students and teachers to promote better understanding of such basic democratic principles as due process, federalism, and judicial review. The process transforms student interactions while…

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

PubMed Central

Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.

2015-01-01

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course. PMID:26033870

Impact of a Tutored Theoretical-Practical Training to Develop Undergraduate Students’ Skills for the Detection of Caries Lesions: Study Protocol for a Multicenter Controlled Randomized Study

PubMed Central

Ferreira, Fernanda Rosche; Mendes, Fausto Medeiros; Raggio, Daniela Prócida; Imparato, José Carlos; Bonecker, Marcelo; Magalhães, Ana Carolina; Wang, Linda; Rios, Daniela; Pessan, Juliano Pelim; Duque, Cristiane; Rebelo, Maria Augusta Bessa; Alves Filho, Ary Oliveira; Lima, Marina De Deus Moura; Moura, Marcoeli Silva; De Carli, Alessandro Diogo; Sanabe, Mariane Emi; Cenci, Maximiliano Sergio; Oliveira, Elenara Ferreira; Correa, Marcos Britto; Rocha, Rachel Oliveira; Zenkner, Julio Eduardo; Murisí, Pedroza Uribe; Martignon, Stefania; Lara, Juan Sebastian; Aquino, Fatima Gabriela; Carrillo, Alfredo; Chu, Chun Hung; Deery, Chris; Ricketts, David; Melo, Paulo; Antunes, José Leopoldo Ferreira; Ekstrand, Kim Rud

2017-01-01

Background Tutored laboratorial activities could be a manner of improving the competency development of students. However, its impact over conventional theoretical classes has not yet been tested. Additionally, different university contexts could influence this issue and should be explored. Objective To assess the impact of a tutored theoretical-practical training for teaching undergraduate students to detect caries lesions as compared with theoretical teaching activities. The impact of these teaching/learning activities will be assessed in terms of efficacy, cost/benefit, retention of knowledge/acquired competences, and student acceptability. Methods Sixteen centers (7 centers from Brazil and 9 centers from other countries throughout the world) are involved in the inclusion of subjects for this protocol. A randomized controlled study with parallel groups will be conducted. One group (control) will be exposed to a 60- to 90-minute conventional theoretical class and the other group (test) will be exposed to the same theoretical class and also a 90-minute laboratory class, including exercises and discussions based on the evaluation of a pool of images and extracted teeth. The mentioned outcomes will be evaluated immediately after the teaching activities and also in medium- and long-term analyses. To compare the long-term outcomes, students who enrolled in the university before the participating students will be interviewed for data collection and these data will be used as a control and compared with the trained group. This stage will be a nonrandomized phase of this study, nested in the main study. Appropriate statistical analysis will be performed according to the aims of this study. Variables related to the centers will also be analyzed and used to model adjustment as possible sources of variability among results. Results This ongoing study is funded by a Brazilian national funding agency (CNPq- 400736/2014-4). We expect that the tutored theoretical-practical training will improve the undergraduate students’ performance in the detection of caries lesions and subsequent treatment decisions, mainly in terms of long-term retention of knowledge. Our hypothesis is that tutored theoretical-practical training is a more cost-effective option for teaching undergraduate students to detect caries lesions. Conclusions If our hypothesis is confirmed, the use of laboratory training in conjunction with theoretical classes could be used as an educational strategy in Cariology to improve the development of undergraduate students’ skills in the detection of caries lesions and clinical decision-making. PMID:28814381

Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning.

PubMed

Ellman, Matthew S; Fortin, Auguste H

2012-06-01

Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students' development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features - as well as some differences - are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas.

Intimate Technology: A Tool for Teaching Anti-Racism in Social Work Education

ERIC Educational Resources Information Center

Deepak, Anne C.; Biggs, Mary Jo Garcia

2011-01-01

In this article, the authors introduce a new conceptual tool, intimate technology, to mobilize social work students' commitment to anti-racism. Intimate technology is marked by its emotional intensity and accessibility, and its effect of de-centering knowledge and authority. This teaching strategy integrates the modality of intimate technology via…

Communities Around the World. Our Community: Economic Aspects. Teacher's Resource Unit.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center.

Teaching strategies for the study of the economic aspects of the student's own community are emphasized in this resource unit developed from materials produced by the Project Social Studies Curriculum Center. This unit should make progress toward teaching children the following: 1) concepts: consumer, producer, capital goods, durable goods,…

Improving Mathematics Teaching as Deliberate Practice through Chinese Lesson Study

ERIC Educational Resources Information Center

Huang, Rongjin; Prince, Kyle M.; Barlow, Angela T.

2017-01-01

This study examined how a ninth grade teacher improved an Algebra I lesson through a lesson study approach. We used multiple data sources to investigate the improvement of the lesson towards student-centered mathematics instruction, perceived benefits of the teacher, and factors associated with the improvement of teaching. The lesson group…

Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol.

ERIC Educational Resources Information Center

Sawada, Daiyo; Piburn, Michael D.; Judson, Eugene; Turley, Jeff; Falconer, Kathleen; Benford, Russell; Bloom, Irene

2002-01-01

Describes the Reformed Teaching Observation Protocol (RTOP), a 25-item classroom observation protocol that is standards-based, inquiry-oriented, and student-centered. Provides the definition for reform and the basis for evaluation of the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT). Concludes that reform, as defined…

Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education

ERIC Educational Resources Information Center

Payne, Katherina A.

2018-01-01

Much like preservice teachers, who cite cooperating teachers as influential to the learning-to-teach process, this study and its findings center the work of cooperating teachers as essential to teacher education for democratic education. The mentoring practices of cooperating teachers often reflect their teaching practices with students in their…

The Use of Personalized Texts for Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Kardas, Demet

2016-01-01

This study attempted to identify the advantages of using personalized texts for teaching Turkish grammar rules to foreigners. The sample comprised two homogenous groups, one experimental and one control, who studied at TÖMER (Turkish Language Learning Research and Application Center) at Gazi University. The students in the experimental group were…

Escaping Preconceived Notions: One Educator's Teaching Experience in West Africa

ERIC Educational Resources Information Center

Zarestky, Jill

2016-01-01

In this essay, Jill Zarestky shares what she learned about creating student-centered adult education programs with those who wish to teach adults internationally or in similar contexts. Prior to traveling, Zarestky repeatedly heard from other Westerners (NGO employees and volunteers) how little the women knew and how desperately they needed her…

Research and Teaching: WikiED--Using Web 2.0 Tools to Teach Content and Critical Thinking

ERIC Educational Resources Information Center

Frisch, Jennifer K.; Jackson, Paula C.; Murray, Meg C.

2013-01-01

WIKIed Biology is a National Science Foundation Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics interdisciplinary project in which the authors developed and implemented a model for student centered, inquiry-driven instruction using Web 2.0 technologies to increase inquiry and conceptual understanding in…

An Integrative Approach to Foreign Language Teaching: Choosing Among the Options. ACTFL Foreign Language Education Series, Vol. 8.

ERIC Educational Resources Information Center

Jarvis, Gilbert A., Ed.

This volume on foreign language teaching and learning concerns the following topics: lifelong learning, small-group learning, the minicourse, student attitudes toward foreign languages, problems in secondary schools, humanistic education, curricula in uncommonly taught languages, foreign languages in elementary and adolescent-centered education,…

Preparing Mathematics and Science Teachers for Diverse Classrooms: Promising Strategies for Transformative Pedagogy

ERIC Educational Resources Information Center

Rodriguez, Alberto J., Ed.; Kitchen, Richard S., Ed.

2005-01-01

This book provides a theoretical basis and practical strategies to counter resistance to learning to teach for diversity (in culturally and gender-inclusive ways), and resistance to teaching for understanding (using student-centered and inquiry-based pedagogical approaches). Teacher educators from across the United States present rich narratives…

Co-Teaching an Online Action Research Class

ERIC Educational Resources Information Center

Wilson, Brent G.; Linder VanBerschot, Jennifer

2014-01-01

Two instructors report our experience co-teaching an action research (AR) required as part of an e-learning master's degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an…

Teaching Negotiation in the Context of Environmental Regulatory Enforcement: An Experiential Learning Approach

ERIC Educational Resources Information Center

Choy, Marisa S.; Johnson, Stephen A.; Ortolano, Leonard

2011-01-01

This article describes a simulation-based teaching approach that helps university students learn about negotiation in the context of environmental regulatory enforcement. The approach centers on negotiation of a penalty between government agencies and a fictitious corporation that has violated provisions of the U.S. Clean Water Act. The exercise…

Knowledge Transfer and Information Skills for Student-Centered Learning in Spain

ERIC Educational Resources Information Center

Molina, Maria Pinto; Sales, Dora

2008-01-01

Knowing how to select, organize, and use information in order to solve problems, handle new situations, and continue learning are key issues in the teaching and learning scenario in contemporary society. Teaching these skills is particularly critical for European universities and is currently recognized as vital in the context of the European…

Reconstructing Christian Ethics: Exploring Constructivist Practices for Teaching Christian Ethics in the Masters of Divinity Curriculum

ERIC Educational Resources Information Center

Danaher, William

2009-01-01

This article reflects on an effort to incorporate constructivist pedagogies (learner-centered, inquiry-guided, problem-based models of teaching) into an introductory class on Christian Ethics in an M.Div. curriculum. Although some students preferred more traditional pedagogies, the majority found that constructivist pedagogies better accommodated…

A Natural Teaching Method Based on Learning Theory.

ERIC Educational Resources Information Center

Smilkstein, Rita

1991-01-01

The natural teaching method is active and student-centered, based on schema and constructivist theories, and informed by research in neuroplasticity. A schema is a mental picture or understanding of something we have learned. Humans can have knowledge only to the degree to which they have constructed schemas from learning experiences and practice.…

Seeing How It Sounds: Observation, Imitation, and Improved Learning in Piano Playing

ERIC Educational Resources Information Center

Simones, Lilian; Rodger, Matthew; Schroeder, Franziska

2017-01-01

This study centers upon a piano learning and teaching environment in which beginners and intermediate piano students (N = 48) learning to perform a specific type of staccato were submitted to three different (group-exclusive) teaching conditions: "audio-only" demonstration of the musical task; observation of the teacher's action…

Teaching and Learning Hand in Hand: Adaptive Teaching and Self-Regulated Learning

ERIC Educational Resources Information Center

Randi, Judi

2017-01-01

This article presents case studies of two novice teachers and their mentors who, without formal knowledge of self-regulation theory, established a classroom environment that promoted self-regulated learning. This case was drawn from a larger descriptive study of novice teachers learning to integrate a student-centered visual literacy instructional…

Teaching Young Adult Literature: "Change" as an Interdisciplinary Theme: YA Literature in the Content Areas

ERIC Educational Resources Information Center

Bull, Kelly Byrne; Dulaney, Margaret; North-Coleman, Cheryl; Kaplan, Jeffrey; Stover, Lois

2013-01-01

"Teaching Young Adult Literature" describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents. Centered around the concept of change, the authors present YA novels that span across various disciplines. Each book presented will help students…

Teaching Trump: A Case Study of Two Teachers and the Election of 2016

ERIC Educational Resources Information Center

Anderson, Derek L.; Zyhowski, Joni

2018-01-01

This case study investigated how two 8th-grade teachers planned for, delivered, and reflected on their teaching of the 2016 Presidential Election. Data sources included classroom observations, teacher interviews, and lesson plans. Despite integrating student-centered lessons about the election with social and political events in US History from…

Views of Pre-Service Teachers on Blog use for Instruction and Social Interaction

ERIC Educational Resources Information Center

Kuzu, Abdullah

2007-01-01

Rapid development of technology and unique characteristics of the creative society require a shift from traditional teaching concepts to student centered learning in education. One of the methods to provide this change is creating teaching environments enriched by Internet. Blog (weblog) service offered to learners and teachers through Internet…

The Comparative Performance of Batteries: The Lead-Acid and the Aluminum-Air Cells.

ERIC Educational Resources Information Center

LeRoux, Xavier; And Others

1996-01-01

Describes a teaching program that shows how electrochemical principles can be conveyed by means of hands-on experiences of student-centered teaching experiments. Employs the readily available lead-acid cell and the simple aluminum-air cell. Discusses the batteries, equilibrium cell potential, performance comparison, current, electrode separation,…

Developing a New Graduate Program in Healthcare Management: Embracing the Transformation of Healthcare Management Education on a Pathway to Success

ERIC Educational Resources Information Center

Dominguez, Daniel G.; Garcia, Chris; LaFrance, Kevin G.

2013-01-01

Within a sea change in the structure and process of providing health services, the field of health administration education has moved decisively and concretely from a teaching-centered model of education based on the assumption that knowledge equals competency to a learning-centered model. The learning-centered, or student-centered, model is based…

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching.

PubMed

Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia

2016-12-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

Clinical veterinary education: insights from faculty and strategies for professional development in clinical teaching.

PubMed

Lane, India F; Strand, Elizabeth

2008-01-01

Missing in the recent calls for accountability and assurance of veterinary students' clinical competence are similar calls for competence in clinical teaching. Most clinician educators have no formal training in teaching theory or method. At the University of Tennessee College of Veterinary Medicine (UTCVM), we have initiated multiple strategies to enhance the quality of teaching in our curriculum and in clinical settings. An interview study of veterinary faculty was completed to investigate the strengths and weaknesses of clinical education; findings were used in part to prepare a professional development program in clinical teaching. Centered on principles of effective feedback, the program prepares participants to organize clinical rotation structure and orientation, maximize teaching moments, improve teaching and participation during formal rounds, and provide clearer summative feedback to students at the end of a rotation. The program benefits from being situated within a larger college-wide focus on teaching improvement. We expect the program's audience and scope to continue to expand.

The Teaching-Learning Environment in a Student-Centered Physics Classroom.

ERIC Educational Resources Information Center

Wilkinson, William J.; And Others

The purpose of this study was to explore how the needs, actions, and beliefs of teacher and students interact with the constraints of the classroom and the curriculum to establish an atmosphere conducive to effective learning of physics in grade 11. An interpretive research methodology was used to investigate the students' and teachers' needs,…

Experiences of Turkish Student Teachers in Pedagogy and Educational Technology during an Internship Program in the US

ERIC Educational Resources Information Center

Sahin, Ismail; Toy, Serkan

2009-01-01

This quantitative research study was conducted to examine technological and pedagogical experiences of Turkish student teachers in a US Department of State sponsored international internship program. The internship program had a specific emphasis on student-centered teaching and technology integration. Turkish interns completed a 6-week teaching…

Learner-Centered Use of Student Response Systems Improves Performance in Large Class Environments

ERIC Educational Resources Information Center

Pond, Samuel B., III

2010-01-01

At the college level, students often participate in introductory courses with large class enrollments that tend to produce many challenges to effective teaching and learning. Many teachers are concerned that this class environment fails to accommodate higher-level thinking and learning. I offer a brief rationale for why a student-response system…

Teaching for the Recovery of Meaning: An Imagination-Centered Pedagogical Approach for Today's College Students

ERIC Educational Resources Information Center

Manning, Patrick R.

2017-01-01

In the face of a mounting mental health crisis among college students, professors have an opportunity and responsibility to respond to their students' psychological distress. Psychological and historical scholarship suggests that the proliferation of modern media and breakdown in traditional sources of existential meaning like religion are…

Environmental Inquiry by College Students: Original Research and Peer Review Using Web-Based Collaborative Tools. Preliminary Quantitative Data Analysis.

ERIC Educational Resources Information Center

Cakir, Mustafa; Carlsen, William S.

The Environmental Inquiry (EI) program (Cornell University and Pennsylvania State University) supports inquiry based, student-centered science teaching on selected topics in the environmental sciences. Texts to support high school student research are published by the National Science Teachers Association (NSTA) in the domains of environmental…

An Exemplar in Mentoring and Professional Development: Teaching Graduate Students Transferable Skills beyond the Discipline

ERIC Educational Resources Information Center

Weisblat, Gina; Sell, Christine

2012-01-01

If university research is to remain a high priority in the national education agenda, graduate students must be prepared to move into research positions. Cleveland State University created the Graduate Grant Writing Center to enhance students' understanding of research principles and ethics, appreciation of the value of collaborations and…

Research and Teaching: Instructor Use of Group Active Learning in an Introductory Biology Sequence

ERIC Educational Resources Information Center

Auerbach, Anna Jo; Schussler, Elisabeth E.

2016-01-01

Active learning (or learner-centered) pedagogies have been shown to enhance student learning in introductory biology courses. Student collaboration has also been shown to enhance student learning and may be a critical part of effective active learning practices. This study focused on documenting the use of individual active learning and group…

Preparing Secondary Subject Area Teachers to Teach Linguistically and Culturally Diverse Students

ERIC Educational Resources Information Center

Dong, Yu Ren

2004-01-01

More and more subject matter area teachers find themselves working with students whose native language is not English. A report from the National Center for Education Statistics (2003) showed that close to four million students nationwide were classified as English language learners (ELL) in the school year of 2001-2002, a 30 percent increase from…

Corn Snake Genetics: Students Learn about the Fundamentals of Mendelism by Studying Corn Snakes

ERIC Educational Resources Information Center

King, Kristin

2004-01-01

In an attempt to generate student enthusiasm on the subject of genetics, the author developed a Punnett square activity centered on the genetics of corn snakes to teach students about Mendelism and genetic diversity. As they began the activity, however, some unexpected twists occurred that allowed for investigation into corn snake anatomy and…

A Theme-Based Approach to Teaching Nonmajors Biology: Helping Students Connect Biology to Their Lives

ERIC Educational Resources Information Center

Chaplin, Susan B.; Manske, Jill M.

2005-01-01

This article describes the curriculum for a highly student-centered human biology course constructed around a series of themes that enables the integration of the same basic paradigms found in a traditional survey lecture course without sacrificing essential content. The theme-based model enhances student interest, ability to integrate knowledge,…

Technically Speaking: Transforming Language Learning through Virtual Learning Environments (MOOs).

ERIC Educational Resources Information Center

von der Emde, Silke; Schneider, Jeffrey; Kotter, Markus

2001-01-01

Draws on experiences from a 7-week exchange between students learning German at an American college and advanced students of English at a German university. Maps out the benefits to using a MOO (multiple user domains object-oriented) for language learning: a student-centered learning environment structured by such objectives as peer teaching,…

Teaching Emerging Diseases: A Strategy for Succeeding with Nonmajors

PubMed Central

FASS, MARION FIELD

2000-01-01

A nonmajors course on emerging diseases served to introduce students to basic concepts in microbiology and to improve scientific literacy. The course used a range of learner-centered approaches to encourage students to take responsibility for their own learning. Evaluations demonstrated both student satisfaction and an increased understanding of important issues in microbiology. PMID:23653535

Education Leaders' Guide to Transforming Student and Learning Supports. A Center Guide

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2014

2014-01-01

New directions for student and learning supports are key to systemically addressing barriers to learning and teaching. The aim is to unify and then develop a comprehensive and equitable system of student/learning supports at every school. This guide incorporates years of research and prototype development and a variety of examples from…

Teaching complex trauma care in a curriculum challenges critical thinking and clinical judgment--how nurses can help.

PubMed

West, Margaret Mary; Bross, Gina; Snyder, Melissa

2007-01-01

Incorporating complex content into a nursing curriculum presents students with the knowledge and thinking skills necessary to enter a career in nursing. A level 1 trauma center is a prefect environment to advance these thinking skills. Nurses act as professional role models and teachers as they clarify and explain their thinking to a student. When experienced nurses show invitational behaviors to students and share their knowledge with them, they ignite a strong desire within the student to progress. Caring, communication, and inclusion are key components that synergize the teaching/learning experience. The development of critical thinking is a continuous process that is best achieved through collaboration between the student, faculty, and professional, experienced nurses.

Assessment and instruction to promote higher order thinking in nursing students.

PubMed

Kantar, Lina D

2014-05-01

The dearth of data on the role of assessment in higher education formed the two purposes of this study: first, to explore assessment strategies commonly used in nursing education by analyzing the curriculum documents of three baccalaureate nursing programs in Lebanon against Bloom's Taxonomy of learning, and second to unravel issues of instruction and assessment by categorizing data into teacher- and learner-centered strategies. Content analysis research technique applied to analyze the curriculum documents of three baccalaureate nursing programs in Beirut, Lebanon. After obtaining IRB approval and consent to access the curriculum documents of the programs, data were analyzed using the content analysis research technique. Data on assessments and instruction were categorized into student-centered and teacher-centered. Data revealed deficiency in employing learner-centered strategies in the assessment and instruction of the three programs. There was evidence that educators of the programs focus on teaching content and examining retention, thus supporting prior notions on teaching to the test and accusations in earnest on adherence to the traditional and behavioral curriculum perspectives. Such curricula leave little room for the development of higher order thinking in learners. Although assessments are believed to be indicators of program and teaching effectiveness, there is relatively alarming information on the incompatibility between current assessment practices and demands of the workplace. There is an urgent need for transforming educators' beliefs, knowledge, and skills on testing, since teaching to pass a test could impede knowledge transfer and deter the development of learners' higher order thinking skills. © 2013.

Students and Teachers Accessing Tomorrow (STAT): Baltimore County Public School's One-to-One Digital Conversion Case in Practice

ERIC Educational Resources Information Center

Imbriale, Ryan; Schiner, Nicholas; Elmendorf, Douglas

2017-01-01

Baltimore County Public Schools is in the midst of a transformation of teaching and learning; the goal being the creation of student-centered classrooms supported by a one-to-one computer for every student. This transformation, known as Students and Teachers Accessing Tomorrow, began in 2014 and is now in its third academic year. We present this…

Using peer-assisted learning and role-playing to teach generic skills to dental students: the health care simulation model.

PubMed

El Tantawi, Maha M A; Abdelaziz, Hytham; AbdelRaheem, Amira S; Mahrous, Ahmed A

2014-01-01

Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student-led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role-playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self-reported improvement in knowledge of health care systems increased. This study suggests that innovative, student-centered educational methods can be effective for teaching generic skills and factual information.

Harvard Observing Project (HOP): Undergraduate and graduate observing opportunities

NASA Astrophysics Data System (ADS)

Bieryla, Allyson; Newton, Elisabeth R.

2014-06-01

The Harvard Observing Project (HOP) engages undergraduate students in observational astronomy and gives graduate students extra teaching experience beyond their required teaching fellowships. This project offers students opportunities to see if they are interested in astronomy, introduces them to scientific research, and provides an opportunity for them to interact with graduate students in an informal setting. Observations are made using the 16” Clay Telescope atop the Science Center at Harvard University in Cambridge, MA. We have observed as part of the Pro-Am White dwarf Monitoring (PAWM) and Target Asteroids! projects, and most recently we have been monitoring SN2014J in the Messier 82 galaxy (see poster by M. McIntosh).

Structured didactic teaching sessions improve medical student neurology clerkship test scores: a pilot study.

PubMed

Menkes, Daniel L; Reed, Mary

2008-01-01

To determine the effectiveness of didactic case-based instruction methodology to improve medical student comprehension of common neurological illnesses and neurological emergencies. Neurology department, academic university. 415 third and fourth year medical students performing a required four week neurology clerkship. Raw test scores on a 1 hour, 50-item clinical vignette based examination and open-ended questions in a post-clerkship feedback session. There was a statistically significant improvement in overall test scores (p<0.001). Didactic teaching sessions have a significant positive impact on neurology student clerkship test score performance and perception of their educational experience. Confirmation of these results across multiple specialties in a multi-center trial is warranted.

(De)constructing Student Engagement for Pre-Service Teacher Learning

ERIC Educational Resources Information Center

Beasley, Jennifer G.; Gist, Conra D.; Imbeau, Marcia B.

2014-01-01

Learning to teach is a complex intellectual and adaptive performance act. Student engagement is the cornerstone of effective instruction. Current education reform policies, such as Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and Teacher Effectiveness…

Alternative Strategy in English Classrooms.

ERIC Educational Resources Information Center

Graham, M. Robert, Ed.

This collection of articles discusses various ways of teaching English to college, high school, and elementary students. The contents include: -Values in Today's Society: A Non-Lecture Composition Course," which discusses ways that college students are encouraged to participate in and direct class discussions; "Gambits: A Teacher Centered Language…

Quest for Relevance.

ERIC Educational Resources Information Center

Axelrod, Joseph

During an analysis of the nature of the curricular-instructional process of US higher education, faculty members were classified into 5 prototypes based on their styles of teaching. The recitation class teacher limits the process of reasoning by students. The content-centered faculty member helps his students to master what "knowledgeable" people…

Addressing Information Literacy through Student-Centered Learning

ERIC Educational Resources Information Center

Bond, Paul

2016-01-01

This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were…

Enhancing Student Success in Biology, Chemistry, and Physics by Transforming the Faculty Culture

NASA Astrophysics Data System (ADS)

Jackson, Howard; Smith, Leigh; Koenig, Kathleen; Beyette, Jill; Kinkle, Brian; Vonderheide, Anne

We present preliminary results of an effort to enhance undergraduate student success in the STEM disciplines. We explore a multistep approach that reflects recent literature and report initial results by each of the Departments of Biology, Chemistry, and Physics of implementing several change strategies. The central elements of our approach involve identified departmental Teaching and Learning Liaisons, a unique faculty development component by our teaching center, a vertical integration of leadership across department heads, the Dean, and the Provost, and the explicit acknowledgement that change happens locally. Teaching and Learning lunches across the departments have attracted an attendance of ~65% of the faculty. The use of Learning Assistants in classrooms has also increased sharply. Modest changes in the student success rates have been observed. These efforts and others at the decanal and provostal levels promise changes in student success. We acknowledge the financial support of the National Science Foundation through DUE 1544001 and 1431350.

A qualitative study of the meaning of physical examination teaching for patients.

PubMed

Chretien, Katherine C; Goldman, Ellen F; Craven, Katherine E; Faselis, Charles J

2010-08-01

Physical examination teaching using actual patients is an important part of medical training. The patient experience undergoing this type of teaching is not well-understood. To understand the meaning of physical examination teaching for patients. Phenomenological qualitative study using semi-structured interviews. Patients who underwent a physical examination-based teaching session at an urban Veterans Affairs Medical Center. A purposive sampling strategy was used to include a diversity of patient teaching experiences. Multiple interviewers triangulated data collection. Interviews continued until new themes were no longer heard (total of 12 interviews). Interviews were recorded and transcribed verbatim. Coding was performed by two investigators and peer-checked. Themes were identified and meanings extracted from themes. Seven themes emerged from the data: positive impression of students; participation considered part of the program; expect students to do their job: hands-on learning; interaction with students is positive; some aspects of encounter unexpected; range of benefits to participation; improve convenience and interaction. Physical examination teaching had four possible meanings for patients: Tolerance, Helping, Social, and Learning. We found it possible for a patient to move from one meaning to another, based on the teaching session experience. Physical examination teaching can benefit patients. Patients have the potential to gain more value from the experience based on the group interaction.

Career Preparation: An Often Omitted Element of the Advisor-Graduate Student Relationship

NASA Astrophysics Data System (ADS)

McManus, D. A.

2001-05-01

Most graduate research advisors care about the education of their graduate students. However, they often define "graduate education" so narrowly that it consists only of solving a research problem. This narrow definition is consistent with their principal goal as geoscientists, to understand the Earth better, and with the reward system typical of research universities, with its emphasis on research. As a result, most advisors usually well prepare students to be researchers in research universities. Research, however, is only part of a faculty member's duties. Commonly omitted is mentoring in the teaching and service duties of a faculty member. Students interested in teaching, in positions in other academic institutions, or in careers outside of academia may be perceived as questioning the advisors' career values and may not be encouraged in these interests. Graduate students should take an active role in their education. In addition to seeking information on career preparation from the campus career center and teaching center and from books, newsmagazines, newspapers, and seminars, students should also seek mentors who have demonstrated an interest in what the student is interested in: teaching and service, as well as research, or in careers outside academia. These mentors may be the students' committee members, other faculty members, or other professional geoscientists. With a broad base of information and some personal decisions, students will have a rationale for exploring careers. The questions students ask can now be more specific: How do they gain the requisite breadth in knowledge and the beneficial skills, beyond the depth of the research experience, and how do they gain opportunities to practice these skills? In short, how can they experience, and preferably practice, what professional geoscientists do in particular careers? If necessary, graduate students can work together to answer these questions by inviting experts to offer workshops in the department. In addition, change can occur within a department if enough graduate students express a need for this information directly to the graduate school. Selecting a career path is a major life decision, deserving of deliberation though open to serendipity. Graduate students deserve the benefits of all the university's resources in making this decision.

The use of parent involved take-home science activities during student teaching: Understanding the challenges of implementation

NASA Astrophysics Data System (ADS)

Zarazinski, Jill

The purpose of this study was to identify student teachers use and implementation of Science in a Bag when it was no longer a required course-based assessment. This take-home science activity acted as the elaboration component of the 5Es lesson teacher candidates designed and taught in the classroom, utilized household items, and directly involved parents in their child's education. The purposeful sample was comprised of six teacher candidates during their student teaching practicum, the last semester of the childhood education teacher certification program. This collective case study centered on student teachers' use of the focused activity, Science in a Bag, in order to gain knowledge of challenges faced in applying take-home science kits and working with parents. Data collection was comprised of student teacher and parent interviews, candidate reflections, as well as in-class observations and discussions carried out during weekly seminars. Data collection occurred throughout the seven-week student teaching practicum. The four research questions were: 1) What factors do teacher candidates identify as interfering with their ability to implement Science in a Bag during student teaching placements? 2) What factors do teacher candidates identify as enhancing their ability to carry out Science in a Bag? 3) What forms of support do teacher candidates believe are important to their success in implementing Science in a Bag during student teaching? 4) How do teacher candidates deal with obstacles when implementing Science in a Bag? Despite the fact that no student teacher was prohibited from implementing Science in a Bag, the level to which candidates valued and utilized this instructional strategy varied compared to how they were taught and practiced it during the science methods course. Some student teachers attempted to hide their feelings toward Science in a Bag, however their actions revealed that they were simply carrying out the instructional strategy because they had agreed to implement it, not because they appreciated its worth to students and their families. Altering candidate beliefs in one semester prior to student teaching proved difficult, especially when cooperating teachers were demonstrating and encouraging methodologies which were frowned upon during the science methods coursework. Therefore, this study also raised issues with teacher education and identified the need to better align educational philosophies taught throughout the program and those showcased by cooperating teachers if science education reform is to transpire. Teacher candidates very often abandoned the inquiry-based modes of instruction taught to them during the science methods course prior to student teaching and replaced them with ideas and suggestions from their cooperating teacher, approaches which were more traditional and teacher-centered. Cooperating teacher opinions and suggestions appeared to take precedence over what was taught and practiced during their preparation coursework. Candidates' prior beliefs and experiences with education appeared to dominate their teaching repertoire. The culmination of their own K-12 education and much of their undergraduate courses made altering their beliefs toward inquiry-based methodologies difficult during only one semester prior to student teaching. Therefore, all candidates reverted back to some level of teacher-centered, recipe-like science lessons and tasks. It was also noted that the candidates' understanding of hands-on versus inquiry learning was often blurred. Hands-on learning was often demonstrated and applauded by cooperating teachers, as well as parents, once they responded to Science in a Bag surveys and interviews, further supporting this misconception by praising hands-on learning and in some cases stating it was the way students learned best. Most parents were willing to and enjoyed performing these take-home family activities. Some of the most frequent parent comments related to family time, being informed about the content their child was learning in school and the child taking on the role of teacher. The level to which candidates acknowledged and embraced student and parent feedback of Science in a Bag differed. Finally, it became apparent that teacher educators need to acknowledge components of instruction outside content and pedagogy. Many candidates had issues when it came to designing lesson materials which were aesthetically pleasing with proper writing quality and conventions. It is clear that this component of teaching is absent and needs to be addressed throughout the program's coursework and during field experience placements. (Abstract shortened by UMI.)

Managing Returns in a Catalog Distribution Center

ERIC Educational Resources Information Center

Gates, Joyce; Stuart, Julie Ann; Bonawi-tan, Winston; Loehr, Sarah

2004-01-01

The research team of the Purdue University in the United States developed an algorithm that considers several different factors, in addition to cost, to help catalog distribution centers process their returns more efficiently. A case study to teach the students important concepts involved in developing a solution to the returns disposition problem…

The effect of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses about safety standards with cytotoxic drugs in Shiraz University of Medical Sciences.

PubMed

Abbasi, Khadijeh; Hazrati, Maryam; Mohamadi, Nasrin Pourali; Rajaeefard, Abdolreza

2013-11-01

Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

Teaching torque with 5E learning strategy: an off-center disk case

NASA Astrophysics Data System (ADS)

Balta, Nuri

2018-01-01

In this paper, five simple demonstrations with an off-center disk that can be easily constructed and demonstrated in science class are described along with the 5E learning strategy. These demonstrations can be used to help students develop an understanding of the relationship between the centre of mass and torque. These STEM activities are appropriate for high school or first-year college physics, and are expected to engage students during physics courses.

Teaching for Conceptual Change in Space Science

ERIC Educational Resources Information Center

Brunsell, Eric; Marcks, Jason

2007-01-01

Nearly 20 years after the release of The Harvard-Smithsonian Center for Astrophysics' video, "A Private Universe", much research has been done in relation to students' understanding of space-science concepts and how to effectively change these ideas. However, student difficulties with basic space-science concepts still persist. This article will…

Effective Management and Operation of Graduate Programs in Colleges of Pharmacy

ERIC Educational Resources Information Center

Farnsworth, Norman R.

1977-01-01

Management strategy and policy adapted at the University of Illinois at the Medical Center are described in terms of: faculty teaching vs. research time; faculty effectiveness and productivity; committee meetings; morale; departmental funds for research; expectations from graduate students; student recruitment; and program implementation. (LBH)

Teach Students about Civics through Schoolwide Governance

ERIC Educational Resources Information Center

Brasof, Marc; Spector, Anne

2016-01-01

Building democracies in K-8 schools is a promising approach to increasing young people and educators' civic knowledge, skills and dispositions. The Rendell Center for Civics and Civics Engagement leveraged strategies and concepts from the fields of civic education, student voice, and distributed leadership to build a youth-adult school governance…

Higher Education and Nonprofit Community Collaboration: Innovative Teaching and Learning for Graduate Student Education

ERIC Educational Resources Information Center

Lucas, Chris M.; Sherman, Nancy E.; Fischer, Cindy

2013-01-01

Current graduate student models of education reflect both traditional and contemporary pedagogical strategies. For professional degree programs centered on leadership and human services providing traditional instruction combined with experience-based and real-world learning is necessary. This paper shares a brief overview of graduate education…

Empowering Women in Higher Education.

ERIC Educational Resources Information Center

Wisker, Gina

This book focuses on enabling and empowering women in higher education, and it draws both on research and experience with women-centered teaching and learning practices and professional development and training of women staff. The first section of the book concentrates on women students in higher education. Chapters include: "Women Students and…

Alternative Second Language Curricula for Learners with Disabilities: Two Case Studies

ERIC Educational Resources Information Center

Abrams, Zsuzsanna

2008-01-01

According to the National Center for Learning Disabilities (2005), students with disabilities often must demonstrate failure in order to qualify for academic accommodations. For students with disabilities, this failure may be life-altering. The present article argues that alternative curricula (modified teaching and assessment plans) should be…

Teaching Human-Centered Security Using Nontraditional Techniques

ERIC Educational Resources Information Center

Renaud, Karen; Cutts, Quintin

2013-01-01

Computing science students amass years of programming experience and a wealth of factual knowledge in their undergraduate courses. Based on our combined years of experience, however, one of our students' abiding shortcomings is that they think there is only "one correct answer" to issues in most courses: an "idealistic"…

Breaking the Sound Barrier

ERIC Educational Resources Information Center

Brown, Tom; Boehringer, Kim

2007-01-01

Students in a fourth-grade class participated in a series of dynamic sound learning centers followed by a dramatic capstone event--an exploration of the amazing Trashcan Whoosh Waves. It's a notoriously difficult subject to teach, but this hands-on, exploratory approach ignited student interest in sound, promoted language acquisition, and built…

College Students' Misconceptions about Evolutionary Trees

ERIC Educational Resources Information Center

Meir, Eli; Perry, Judy; Herron, Jon C.; Kingsolver, Joel

2007-01-01

Evolution is at the center of the biological sciences and is therefore a required topic for virtually every college biology student. Over the past year, the authors have been building a new simulation software package called EvoBeaker to teach college-level evolutionary biology through simulated experiments. They have built both micro and…

The Power of Movement: Body-Engaging Activities for Teaching Economics

ERIC Educational Resources Information Center

Roncolato, Leanne; Koh, Cairynne

2017-01-01

Existing research points to the critical connection between student engagement and deep learning. This paper explores body engagement as one type of student centered learning. While other disciplines are making progress in developing body-engaging pedagogical methods as a complement to traditional lectures, the use of such innovations in…

Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching

ERIC Educational Resources Information Center

Springer, Matthew G.; Hamilton, Laura; McCaffrey, Daniel F.; Ballou, Dale; Le, Vi-Nhuan; Pepper, Matthew; Lockwood, J. R.; Stecher, Brian M.

2010-01-01

In an effort to explore the impact of performance incentives in education, the National Center on Performance Incentives (NCPI) partnered with the Metropolitan Nashville Public Schools (MNPS) to conduct the Project on Incentives in Teaching, or POINT. The study examines the effects on student outcomes of paying eligible teachers bonuses of up to…

Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

A Focus on "Hands-On," Learner-Centered Technology at The Citadel

ERIC Educational Resources Information Center

DeRoma, Virginia; Nida, Steve

2004-01-01

While advances in technology have enhanced the quality and variety of visual presentations in teaching, most instructors find themselves teaching to a generation of students who are difficult to dazzle. Although the innovative use of technology in and outside of the classroom is a challenge, selecting practices that optimize technology as a tool…

An Evolution in Student-Centered Teaching

ERIC Educational Resources Information Center

Goodman, Barbara E.

2016-01-01

The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say it. The theme of my presentation was…

A Greater Fairness: May Justus as Popular Educator.

ERIC Educational Resources Information Center

Loveland, George W.

May Justus started teaching at elementary schools in Appalachia in the 1930s. She believed that mountain schools were the center of community life and drew subject matter from the needs of the students rather than imposing a curriculum designed by professional educators. Teaching arts and crafts and operating a communal soup pot at the school, she…

Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers

ERIC Educational Resources Information Center

Henry, Laurie A.; Castek, Jill; O'Byrne, W. Ian; Zawilinski, Lisa

2012-01-01

This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to…

Technopotters and Webs of Clay: Digital Possibilities for Teaching Ceramics

ERIC Educational Resources Information Center

Weida, Courtney Lee

2007-01-01

In this article, the author examines ways in which the Internet is changing the way ceramicists teach, learn, and work. She addresses the curricular issue of how Web resources may supplement ceramic art history and extend student-centered learning. The author also explores the nature of the interplay between computer technology and clay. (Contains…

Building a Market Simulation to Teach Business Process Analysis: Effects of Realism on Engaged Learning

ERIC Educational Resources Information Center

Peng, Jacob; Abdullah, Ira

2018-01-01

The emphases of student involvement and meaningful engagement in the learner-centered education model have created a new paradigm in an effort to generate a more engaging learning environment. This study examines the success of using different simulation platforms in creating a market simulation to teach business processes in the accounting…

The Use of Collaboration, Authentic Learning, Linking Material to Personal Knowledge, and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members

ERIC Educational Resources Information Center

Zielinski, Dianne E.

2017-01-01

This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in…

Teaching in West Africa: Dig beneath the Surface

ERIC Educational Resources Information Center

Briam, Carol

2007-01-01

In this article, the author shares her experience teaching English to adult learners at the American Cultural Center in Dakar, Senegal, a poor, primarily Muslim country and former French colony in West Africa. Her class was composed of about 30 students, whose age ranged from about 18 to 50. They were mostly men and mostly Senegalese, along with a…

The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School

NASA Astrophysics Data System (ADS)

Wu, Chenglin

Current education reform in both the United States and China promotes a reformed inquiry-based approach based on the constructivist learning theory. This study contributes to the research literature by exploring the relationship between reformed science teaching and students' creativity. Chinese education is often criticized for a lack of creativity by some news media (Stack, 2011). This study was designed to explore the creativity of students and the extent to which inquiry instruction is used in the science classroom. The study used a convenience sample of two classes from a middle school located in Wuhu city, Anhui province, China. A total of 120 students and 3 science teachers participated. A mixed-methods research approach was adopted for integrated explanation. Student surveys, the Torrance Test of Creative Thinking (TTCT), Verbal, Reformed Teaching Observation Protocol (RTOP), and semi-structured interview were utilized as research tools for collecting quantitative and qualitative data. The findings indicate that there was a positive relationship between reformed teaching and students' creativity (F (2, 117) = 19.760, p<.001). Classroom observation generally indicated that the participating teachers were skillful at promoting conceptual understanding and provoking high-level thinking. However, evidence of student-centered instruction was less apparent. The semi-structured interviews with participating teachers showed a positive attitude toward inquiry-based teaching but also revealed several challenges. The findings from the Verbal TTCT and classroom observation provided evidence of Chinese students' creativity. Directions for future research are provided.

Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures

PubMed Central

Lom, Barbara

2012-01-01

The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader’s theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor’s specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences. PMID:23494568

Mock Climate Summit: Teaching and Assessing Learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two "spheres" and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students' dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students' dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students' dialogue shows increased comfort with the communities' discourse as they take ownership of the point-of-view associated with their assumed roles.

Teaching Organic Chemistry via Student-Directed Learning: A Technique that Promotes Independence and Responsibility in the Student

NASA Astrophysics Data System (ADS)

Katz, Marlene

1996-05-01

One of the frustrations of teaching is the failure of talented students due to lack of effort on their part. We have to admit that Organic chemistry presents many challenges to students. At the same time we are aware that students often defeat themselves by a combination of procrastination and cramming. The Student-Directed Learning (SDL) method discourages this student strategy. Instead SDL fosters increased self-confidence, independence, and an awareness of the student's role in the teaching/learning process. This method incorporates four criteria for acceptance of responsibility: student ownership, student-active learning, student accountability, and student control. With SDL the course content is reorganized to make it more accessible to students. Learning modules are centered around "The Big Ideas". Each big idea is connected to its usefulness in pharmaceutical science, or is identified as a foundation idea for understanding subsequent course material. The class session is changed from traditional lecture to continuous dialogue between teacher and learners. Reading quizzes emphasize the importance of conscientious preparation for class. Structured retesting is offered to increase student self-confidence and learning. The extra effort required by the SDL method is more than compensated for by the improved grades, ACS exam scores, and student attitudes towards the course.

Who is teaching psychopharmacology? Who should be teaching psychopharmacology?

PubMed

Dubovsky, Steven L

2005-01-01

To review the current status of psychopharmacology education for medical students, residents, and practitioners in psychiatry and other specialties. A search of the MEDLINE and PsychInfo data bases was conducted using four keywords: pharmacology, psychopharmacology, teaching, and student. Additional references were obtained from citations in these articles. Published material was supplemented with the experience of the author and others involved in psychopharmacology teaching. The majority of psychopharmacology education is provided by faculty from disciplines that include psychiatry, primary care medicine, basic science, and pharmacy. The pharmaceutical industry supports a substantial amount of continuing medical education (CME) by psychiatrists, pharmacists, and other medical practitioners, while much of the information that office practitioners receive and an increasing amount of material provided to residents comes from pharmaceutical representatives. The most important attributes of the effective psychopharmacology educator are knowledge, enthusiasm, honesty, an ability to encourage critical thinking, and genuine interest in the student. However, the primary criteria for participation in psychopharmacology education are faculty who are most available and willing in the academic medical center and those who engage in paid CME activities. Educators with clinical experience should play a core role in helping students to integrate research with actual clinical practice and should be able to teach students how to evaluate new research in psychopharmacology, especially if it is industry sponsored.

Post-Secondary Community College History Survey Curriculum: Using Historical Fiction and Literature to Encourage the Learning of History

ERIC Educational Resources Information Center

Tirado, Patricia Michele

2016-01-01

Many community college students show a lack of interest and engagement in studying history; students' disinterest in history curriculum appears to stem from a teacher centered pedagogy of lecturing and reading unaesthetic history textbooks. Using historical fiction to teach history and develop student interest and engagement is examined in this…

Basic Metrics--Part I, II and III. Teacher's Guide [and] Student Materials.

ERIC Educational Resources Information Center

Noyes, Joan

Individualized classroom activities for use in learning centers to teach junior and senior high school students about the metric system are provided. The activities are organized into three sequential parts, each of which takes from four to six hours to complete. There is a teacher's guide and a student booklet for each part. The teachers' guides…

Language Minority Students in American Schools: An Education in English. ESL & Applied Linguistics Professional Series

ERIC Educational Resources Information Center

Adamson, H. Douglas

2005-01-01

This book addresses questions of language education in the United States, focusing on how to teach the 3.5 million students in American public schools who do not speak English as a native language. These students are at the center of a national debate about the right relationship among ESL, bilingual, and mainstream classes. Bilingual education…

Teledermatology as an Educational Tool for Teaching Dermatology to Residents and Medical Students

PubMed Central

Boyers, Lindsay N.; Schultz, Amanda; Baceviciene, Rasa; Blaney, Susan; Marvi, Natasha; Dellavalle, Robert P.

2015-01-01

Abstract Although teledermatology (TD) is regarded as a tool to improve patient access to specialty healthcare, little has been done to evaluate its role in medical education. We describe the TD program at the Denver (CO) Department of Veterans Affairs Medical Center and evaluate its use as an educational tool for teaching dermatology to dermatology residents and medical students. Dermatology residents manage TD consultations and review all cases with a faculty preceptor; medical students participate as observers when possible. This study assessed dermatology resident (n=14) and medical student (n=16) perceptions of TD and its usefulness in teaching six core clinical competencies. Both residents (79%) and medical students (88%) “strongly agree” or “agree” that TD is an important educational tool. In general, medical students were slightly more satisfied than residents across all of the core competencies assessed except for patient care. Medical students and residents were most satisfied with the competencies of practice-based learning and improvement and medical knowledge, whereas they were least satisfied with those of interpersonal and communication skills and professionalism. Overall, TD is valued as a teaching tool for dermatology in the areas of patient care, medical knowledge, practice-based learning and improvement, and systems-based practice. PMID:25635528

Epistemological Beliefs and Practices of Science Faculty with Education Specialties: Combining Teaching Scholarship and Interdisciplinarity

NASA Astrophysics Data System (ADS)

Addy, Tracie Marcella

2011-12-01

Across the United States institutions of higher education address educational reform by valuing scholarship that focuses on teaching and learning, especially in STEM fields. University science departments can encourage teaching scholarship by hiring science faculty with education specialties (SFES), individuals who have expertise in both science and science education. The goal of this study was to understand how the epistemological beliefs and teaching practices of SFES relate to national reform efforts in science teaching promoting student-centered instruction. The research questions guiding this investigation were: (1) What epistemological belief systems do science faculty with education specialties espouse concerning the teaching and learning of science?; and (2) What are the classroom practices of science faculty with education specialties? How are these practices congruent with the reform efforts described by the National Research Council (1996, 2001, 2003)? The theoretical framework guiding the study was interdisciplinarity, the integration of knowledge between two or more disciplines (science and science pedagogy). The research design employed mixed (qualitative and quantitative) approaches and focused on 25 volunteer SFES participants. The TBI, ATI, and RTOP were used to triangulate self-report and videotaped teaching vignettes, and develop profiles of SFES. Of the 25 SFES participants, 82 percent of their beliefs were transitional or student-centered beliefs. Seventy-two percent of the 25 SFES espoused more student-focused than teacher focused approaches. The classroom practices of 10 SFES were on average transitional in nature (at the boundary of student-focused and teacher-focused). The beliefs of SFES appeared to be influenced by the sizes of their courses, and were positive correlated with reform-based teaching practices. There was a relationship between the degree to which they implemented reform-based practice and their perceived level of departmental emphasis on teaching scholarship. These findings support the epistemological beliefs of this cohort of SFES as congruent with the recommendations given by the National Research Council on educational reform. Further research is needed to understand the teaching beliefs and practices of SFES compared their non-SFES colleagues, the departmental climates of SFES, the influence of the classroom practices of SFES on student learning and achievement in science, and SFES belief systems within particular STEM disciplines. SFES may play a crucial role at enacting reform-based teaching within undergraduate science courses across our nation, and address the needs of STEM education brought forward by national calls to action.

Exploring How Korean Teacher's Attitudes and Self-Efficacy for Using Inquiry and Language Based Teaching Practices Impacts Learning for Culturally and Linguistically Diverse Students: Implications for Science Teacher Education

ERIC Educational Resources Information Center

Park, Jennifer; Chu, Hye-Eun; Martin, Sonya N.

2016-01-01

Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully…

Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.

Using a Multimedia Tool to Improve Cardiac Auscultation Knowledge and Skills

PubMed Central

Stern, David T; Mangrulkar, Rajesh S; Gruppen, Larry D; Lang, Angela L; Grum, Cyril M; Judge, Richard D

2001-01-01

OBJECTIVE Today's medical school graduates have significant deficits in physical examination skills. Medical educators have been searching for methods to effectively teach and maintain these skills in students. The objective of this study was to determine if an auscultation curriculum centered on a portable multimedia CD-ROM was effective in producing and maintaining significant gains in cardiac auscultatory skills. DESIGN Controlled cohort study PARTICIPANTS All 168 third-year medical students at 1 medical school in an academic medical center. INTERVENTIONS Students were tested before and after exposure to 1 or more elements of the auscultation curriculum: teaching on ward/clinic rotations, CD-ROM comprehensive cases with follow-up seminars, and a CD-ROM 20-case miniseries. The primary outcome measures were student performance on a 10-item test of auscultation skill (listening and identifying heart sound characteristics) and a 30-item test of auscultation knowledge (factual questions about auscultation). A subset of students was tested for attenuation effects 9 or 12 months after the intervention. RESULTS Compared with the control group (1 month clinical rotation alone), students who were also exposed to the CD-ROM 20-case miniseries had significant improvements in auscultation skills scores (P < .05), but not knowledge. Additional months of clerkship, comprehensive CD-ROM cases, and follow-up seminars increased auscultation knowledge beyond the miniseries alone (P < .05), but did not further improve auscultation skills. Students' auscultation knowledge diminished one year after the intervention, but auscultation skills did not. CONCLUSION In addition to the standard curriculum of ward and conference teaching, portable multimedia tools may help improve quality of physical examination skills. PMID:11722691

Using a multimedia tool to improve cardiac auscultation knowledge and skills.

PubMed

Stern, D T; Mangrulkar, R S; Gruppen, L D; Lang, A L; Grum, C M; Judge, R D

2001-11-01

Today's medical school graduates have significant deficits in physical examination skills. Medical educators have been searching for methods to effectively teach and maintain these skills in students. The objective of this study was to determine if an auscultation curriculum centered on a portable multimedia CD-ROM was effective in producing and maintaining significant gains in cardiac auscultatory skills. Controlled cohort study. All 168 third-year medical students at 1 medical school in an academic medical center. Students were tested before and after exposure to 1 or more elements of the auscultation curriculum: teaching on ward/clinic rotations, CD-ROM comprehensive cases with follow-up seminars, and a CD-ROM 20-case miniseries. The primary outcome measures were student performance on a 10-item test of auscultation skill (listening and identifying heart sound characteristics) and a 30-item test of auscultation knowledge (factual questions about auscultation). A subset of students was tested for attenuation effects 9 or 12 months after the intervention. Compared with the control group (1 month clinical rotation alone), students who were also exposed to the CD-ROM 20-case miniseries had significant improvements in auscultation skills scores (P < .05), but not knowledge. Additional months of clerkship, comprehensive CD-ROM cases, and follow-up seminars increased auscultation knowledge beyond the miniseries alone (P < .05), but did not further improve auscultation skills. Students' auscultation knowledge diminished one year after the intervention, but auscultation skills did not. In addition to the standard curriculum of ward and conference teaching, portable multimedia tools may help improve quality of physical examination skills.

Making holograms: an educational CD-ROM

NASA Astrophysics Data System (ADS)

John, Pearl; Poche, Elaine J.

2004-06-01

The Columbia Career Center high school SPIE chapter has created an educational CD-ROM to teach holography to students on the threshold of a career path in Photonics. This paper examines the development of the CD-ROM as an educational project from the perspectives of both teacher and student. Holography has been used successfully in educational institutions as a motivational tool for students and a vehicle for the teaching of a wide variety of skills. These include problem solving, teamwork, safety, communication, research, mathematics, analysis of data, documentation, equipment handling, and knowledge of light theory, which involves the principals of reflection, refraction, diffraction, interference and polarization. All of these skills are essential to the photonics industry and, as a result, holography is considered by the Center for Occupational Research and Development (CORD)1 to be a national photonics skill standard for Laser Electro-optical Technicians (LEOTs). Thus, training in holography - using both simple and advanced techniques and equipment - prepares students for a variety of vocations involving laser technology. However, the teaching of holography can be beneficial at many different levels of education, including middle and high school students, college students and interested adults. The educational CD-ROM, "Making Holograms," is the first of its kind. It includes both simple, single beam holography using a laser pointer, and more advanced split-beam setups using helium neon lasers. This paper outlines both the benefits and challenges involved in the production of an educational CD-ROM on holography by high school students and their advisor in an SPIE high school chapter.

Computer Center: Software Review: The DynaPulse 200M.

ERIC Educational Resources Information Center

Pankiewicz, Philip R., Ed.

1995-01-01

Reviews the DynaPulse 200M Education Edition microcomputer-based laboratory, which combines interactive software with curriculum and medical instrumentation to teach students about the cardiovascular system. (MKR)

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching†

PubMed Central

Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia

2016-01-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods. PMID:28101259

Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education

PubMed Central

Montrieux, Hannelore; Vanderlinde, Ruben; Schellens, Tammy; De Marez, Lieven

2015-01-01

This paper investigates teachers’ and students’ perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers (n = 18) and students (n = 39) in a secondary school that has implemented tablet devices since 2012. The general finding of this study shows that the use of tablet devices in the classroom setting has an impact on both teaching and learning practices. The results suggest that teachers can be divided into two categories: the innovative teachers and the instrumental teachers. Innovative teachers attempt to shift from a teacher-centered to a learning-centered approach. They have changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer. Instrumental teachers seem to use the device as a ‘book behind glass’. The distinction between the two groups has consequences for both the way courses are given and how students experience them. In general, the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments. The results of this study indicate that policy makers should consider introducing technical and pedagogical support in order to facilitate both teachers’ and students’ understanding of the full potential of this kind of technology in education. PMID:26641454

The "Near-Peer" Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students.

PubMed

Rosenberg, Casandra J; Nanos, Katherine N; Newcomer, Karen L

2017-03-01

The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. Qualitative, anonymous paper and online surveys. Tertiary academic center with a medical school and PM&R training program. Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend including near-peer teaching in medical student education, particularly for hands-on skills; we also recommend providing opportunities for PM&R residents to participate in formal near-peer education. Not applicable. Copyright © 2017 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

A coordinated teaching program for future dairy practitioners at the university of Wisconsin-Madison, School of Veterinary Medicine.

PubMed

Cook, Nigel B; Eisele, Christian O; Klos, Rachel F; Bennett, Thomas B; McGuirk, Sheila M; Goodger, William J; Oetzel, Garrett R; Nordlund, Kenneth V

2004-01-01

The University of Wisconsin School of Veterinary Medicine (UW-SVM) has implemented a variety of strategies to optimize teaching in dairy herd medicine. These include the provision of opportunities for dairy cow handling and management using a dairy teaching herd for veterinary students throughout the four-year curriculum, exposure for all students in their final year to a substantial first-opinion dairy case load using a private practice-based ambulatory clinic rotation, and, finally, the teaching of dairy herd health management and problem solving in a group of four final-year elective production medicine clinical rotations. On average, since 1986, 32.6% of each graduating class attended at least one elective production medicine rotation, with a range from 19.0% to 43.4%. For those University of Wisconsin students who could be traced, 65% were still actively involved in some aspect of dairy practice, representing a range of between seven and 17 students per year since the start of the program. The advantages and disadvantages of operating a "regional center of excellence" for training students from out-of-state institutions are discussed.

Increased Learning Observed in Redesigned Introductory Biology Course that Employed Web-enhanced, Interactive Pedagogy

PubMed Central

Lister, Bradford C.; Hanna, Michael H.; Roy, Harry

2007-01-01

Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, −0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes. PMID:17785407

A COMPREHENSIVE PROGRAM IN ENGLISH FOR THE 7TH, 8TH AND 9TH GRADE --LITERATURE, LANGUAGE, COMPOSITION, FOR HONORS STUDENTS AND AVERAGE STUDENTS. PART 2, CONSTRUCTING ACHIEVEMENT TESTS DURING A SUMMER WORKSHOP FOR PARTIAL EVALUATION OF A PROJECT ENGLISH DEMON. CTR.

ERIC Educational Resources Information Center

HILLOCKS, GEORGE, JR.; KEARNEY, PATRICIA A.

THIS FINAL REPORT OF THE EUCLID ENGLISH DEMONSTRATION CENTER DESCRIBES THE CREATION OF A JUNIOR HIGH SCHOOL ENGLISH PROGRAM IN LITERATURE, LANGUAGE, AND COMPOSITION. PART 1 OF THE REPORT DISCUSSES (1) THE PRODUCTION AND DEMONSTRATION OF 31 THEMATICALLY-DEVELOPED TEACHING UNITS, (2) A SERIES OF SHORT, CONCEPT-CENTERED CONFERENCES TO EDUCATE…

[Factor analysis and internal consistency of pedagogical practices questionnaire among health care teachers].

PubMed

Pérez V, Cristhian; Vaccarezza G, Giulietta; Aguilar A, César; Coloma N, Katherine; Salgado F, Horacio; Baquedano R, Marjorie; Chavarría R, Carla; Bastías V, Nancy

2016-06-01

Teaching practice is one of the most complex topics of the training process in medicine and other health care careers. The Teaching Practices Questionnaire (TPQ) evaluates teaching skills. To assess the factor structure and internal consistency of the Spanish version of the TPP among health care teachers. The TPQ was answered by 315 university teachers from 13 of the 15 administrative Chilean regions, who were selected through a non-probabilistic volunteer sampling. The internal consistency of TPP factors was calculated and the correlation between them was analyzed. Six factors were identified: Student-centered teaching, Teaching planning, Assessment process, Dialogue relationship, Teacher-centered teaching and Use of technological resources. They had Cronbach alphas ranging from 0.60 to 0.85. The factorial structure of TPQ differentiates the most important functions of teaching. It also shows a theoretical consistency and a practical relevance to perform a diagnosis and continuous evaluation of teaching practices. Additionally, it has an adequate internal consistency. Thus, TPQ is valid and reliable to evaluate pedagogical practices in health care careers.

Urban schools' teachers enacting project-based science

NASA Astrophysics Data System (ADS)

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-09-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, [1998]; Krajcik, Blumenfeld, Marx, & Solloway, [1994]; Minstrell & van Zee, [2000]). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, [1998]). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced-based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, [2002]). Urban schools face particular challenges when enacting inquiry-based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre- and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle-school science. Through this collaboration, diverse populations of urban-school students learn science through inquiry-oriented projects and the use of various educational learning technologies. For inquiry-based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school.

Academic Faculty in University Research Centers: Neither Capitalism's Slaves nor Teaching Fugitives

ERIC Educational Resources Information Center

Bozeman, Barry; Boardman, Craig

2013-01-01

This study addresses university-industry interactions for both educational and industrial outcomes. The results suggest that while academic faculty who are affiliated with centers are more involved with industry than non-affiliated faculty, affiliates are also more involved with and supportive of students at the undergraduate, graduate, and…

Preferences on Internet Based Learning Environments in Student-Centered Education

ERIC Educational Resources Information Center

Cubukcu, Zuhal

2008-01-01

Nowadays, educational systems are being questioned to find effective solutions to problems that are being encountered, and discussions are centered on the ways of restructuring systems so as to overcome difficulties. As the consequences of the traditional teaching approach, we can indicate that the taught material is not long-lasting but easily…

The Fusion of Learning Theory and Technology in an Online Music History Course Redesign

ERIC Educational Resources Information Center

Scarnati, Blase; Garcia, Paula

2008-01-01

Teaching today's students requires an integration of learner-centered pedagogy with innovative technological resources. In this article, Blase Scarnati and Paula Garcia describe the redesign of a junior-level music history course guided by learner-centered principles and driven by a fusion of stimulating technology-based learning tools and…

A Feminist Approach to Teaching Community Psychology: The Senior Seminar Project

ERIC Educational Resources Information Center

Silva, Janelle M.

2015-01-01

Since the 1960s, women's centers on college campuses have provided a wide variety of resources. Unfortunately, not all colleges and universities house women's centers, despite the need for such spaces for their students. In this article, Janelle M. Silva describes a senior seminar grounded in feminist pedagogy and community psychology principles…

Evaluating Training and Implementation of the Individualized Meaning-Centered Approach to Teaching Braille Literacy

ERIC Educational Resources Information Center

Durando, Julie A.; Wormsley, Diane P.

2009-01-01

This study investigated the effectiveness of training workshops in braille literacy for teachers of students who are visually impaired and have additional disabilities. Participants in the training workshops in the Individualized Meaning-Centered Approach indicated general satisfaction with the training. Most reported using the approach with…

Teaching Oral-Aural Communication Skills in a Rehabilitation Center for the Blind

ERIC Educational Resources Information Center

Leavitt, Glenn

1973-01-01

Oral-aural communication skills, which are sequentially taught in 1-hour classes to three or four students at the Michigan Rehabilitation Center for the Blind, include audition, conversation, use of playback-recording devices, techniques of aural reading, and techniques for learning sources of recorded reading materials. (Author/MC)

The value of a writing center at a medical university.

PubMed

Ariail, Jennie; Thomas, Suzanne; Smith, Tom; Kerr, Lisa; Richards-Slaughter, Shannon; Shaw, Darlene

2013-01-01

Students often enter graduate healthcare/biomedical schools with insufficient undergraduate instruction in effective writing, yet the ability to write well affects their career opportunities in health care and in scientific research. The present study was conducted to determine the value and effectiveness of instruction by faculty with expertise in teaching writing at a writing center at an academic health science center. Two separate sources of data were collected and analyzed. First, an anonymous campus-wide survey assessed students' satisfaction and utilization of the university's Writing Center. Second, a nonexperimental objective study was conducted comparing a subsample of students who used versus those who did not receive instruction at the Writing Center on quality of writing, as determined by an evaluator who was blind to students' utilization status. From the campus-wide survey, more than 90% of respondents who used the center (which was 26% of the student body) agreed that it was a valuable and effective resource. From the objective study of writing quality, students who used the Writing Center were twice as likely as students who did not to receive an A grade on the written assignment, and the blinded evaluator accurately estimated which students used the Writing Center based on the clarity of writing. The instruction at the Writing Center at our university is highly valued by students, and its value is further supported by objective evidence of efficacy. Such a center offers the opportunity to provide instruction that medical and other healthcare students increasingly need without requiring additions to existing curricula. By developing competency in writing, students prepare for scholarly pursuits, and through the process of writing, they engage critical thinking skills that can make them more attuned to narrative and more reflective and empathetic in the clinical setting.

Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

PubMed

Rabow, Michael W; Newman, Maya; Remen, Rachel N

2014-01-01

Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

PubMed Central

Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.

2008-01-01

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. PMID:19047423

Students’ perceptions of lecturing approaches: traditional versus interactive teaching

PubMed Central

Abdel Meguid, Eiman; Collins, Matthew

2017-01-01

Background There is an increasing trend toward transcending from traditional teaching to student-centered methodologies that actively engage students. We aimed to analyze students’ perceptions of effective interactive teaching using PollEverywhere Audience Response System (ARS) as a worthwhile teaching methodology. It can be of great help in maintaining students’ attention and in facilitating the lecturer to pick up students’ misunderstandings and correct them. Materials and methods This system was introduced to the undergraduate dental curriculum to increase student’s motivation and attention, giving immediate feedback on student understanding during an anatomy module. Computer science (CS) students who were more familiar with the use of this technology were also involved in the study for comparison and validation of the findings. The lecturer strategically inserted questions using PollEverywhere ARS. Students’ perception of the effective interactive teaching using this technology was evaluated statistically using a questionnaire and focus groups. Results It promoted interactivity, focused attention, and provided feedback on comprehension. A total of 95% reported that it increased their participation and found that it clarified their thinking and helped to focus on key points. Another 81.7% mentioned that it increased their motivation to learn. Students regarded it as a useful method for giving real-time feedback, which stimulated their performance and participation. Data from CS students echoed the findings from the dental students. Reports from focus groups demonstrated that this strategy was helpful in focusing students’ attention and in clarifying information. Discussion PollEverywhere encouraged all students to participate during the learning process. This has proven to be an effective tool for improving students’ understanding and critical thinking. Conclusion Students regarded PollEverywhere as an effective teaching innovation that encouraged deeper ongoing retention of information. It was found to be an effective teaching aid in monitoring students’ progress and identifying deficiencies. This is of benefit in a module where interactivity is considered important. PMID:28360541

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

NASA Astrophysics Data System (ADS)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.

Turkish Chemistry Teachers' Views about an Implementation of the Active Learning Approaches in Their Lessons

ERIC Educational Resources Information Center

Karamustafaoglu, Sevilay; Costu, Bayram; Ayas, Alipasa

2006-01-01

Active learning is advocated as a better way of teaching for several decades in science education. The purpose of this study was to determine chemistry teachers' thinking and views about student-centered activities applicable in chemistry teaching and learning in the study context. A case study approach was used in this research. At the beginning,…

Students' Perceptions and Supervisors' Rating as Assessments of Interactive-Constructivist Science Teaching in Elementary School.

ERIC Educational Resources Information Center

Shymansky, James A.; Yore, Larry D.; Henriques, Laura; Dunkhase, John A.; Bancroft, Jean

This study took place within the context of a four-year local systemic reform effort collaboratively undertaken by the Science Education Center at the University of Iowa and the Iowa City Community School District. The goal of the project was to move teachers towards an interactive-constructivist model of teaching and learning that assumes a…

Staffing of Teaching and Learning Centers in the United States: Indicators of Institutional Support for Faculty Development

ERIC Educational Resources Information Center

Herman, Jennifer H.

2013-01-01

This quantitative study reports data from nearly 200 teaching and learning development units (TLDUs), regarding their current staffing levels compared to the number of FTE faculty and FTE student enrollment. The study found that these staffing ratios at primary TLDUs vary by both institutional control and by Carnegie classification: in general,…

2014 Senior Researcher Award Acceptance Address: Cautious Optimism for the Future of Research in Music Teaching and Learning

ERIC Educational Resources Information Center

Webster, Peter R.

2014-01-01

This article presents the transcript of Peter Webster's 2014 Senior Researcher Award Acceptance Address. Webster comments on several big ideas in music education: (1) The consideration of teaching as a blend of constructivist approaches and direct instruction that values student-centered work primarily as evidence of learning; (2) The…

Optimizing biomedical science learning in a veterinary curriculum: a review.

PubMed

Warren, Amy L; Donnon, Tyrone

2013-01-01

As veterinary medical curricula evolve, the time dedicated to biomedical science teaching, as well as the role of biomedical science knowledge in veterinary education, has been scrutinized. Aside from being mandated by accrediting bodies, biomedical science knowledge plays an important role in developing clinical, diagnostic, and therapeutic reasoning skills in the application of clinical skills, in supporting evidence-based veterinary practice and life-long learning, and in advancing biomedical knowledge and comparative medicine. With an increasing volume and fast pace of change in biomedical knowledge, as well as increased demands on curricular time, there has been pressure to make biomedical science education efficient and relevant for veterinary medicine. This has lead to a shift in biomedical education from fact-based, teacher-centered and discipline-based teaching to applicable, student-centered, integrated teaching. This movement is supported by adult learning theories and is thought to enhance students' transference of biomedical science into their clinical practice. The importance of biomedical science in veterinary education and the theories of biomedical science learning will be discussed in this article. In addition, we will explore current advances in biomedical teaching methodologies that are aimed to maximize knowledge retention and application for clinical veterinary training and practice.

Connecting Research to Teaching: Using Data to Motivate the Use of Empirical Sampling Distributions

ERIC Educational Resources Information Center

Lee, Hollylynne S.; Starling, Tina T.; Gonzalez, Marggie D.

2014-01-01

Research shows that students often struggle with understanding empirical sampling distributions. Using hands-on and technology models and simulations of problems generated by real data help students begin to make connections between repeated sampling, sample size, distribution, variation, and center. A task to assist teachers in implementing…

Teaching Accounting through Innovative Technological Means Challenges the Gifted and Retains the Capable Student.

ERIC Educational Resources Information Center

Sitton, Vivian; Haney, Frances

In fall 1979, the Business Department at Isothermal Community College established an Individualized Instruction Center (IIC) to enhance student success through the use of individualized, audiovisual, and tutorial methods. The IIC's staff, which consists of four full-time instructors, four paraprofessionals, three part-time clerical/technical…

Attributes of Exemplary Community College Teachers: A Review of the Literature.

ERIC Educational Resources Information Center

Horan, Michael

The findings of numerous empirically based research studies reflecting the views of teachers, students, and administrators can be used to identify a "core of techniques" associated with effective community college teachers. Community college teaching is generally more student-centered than four-year college instruction, with the choice of teaching…

Responding to Students' Learning Preferences in Chemistry

ERIC Educational Resources Information Center

Lewthwaite, Brian; Wiebe, Rick

2014-01-01

This paper reports on a teacher's and his students' responsiveness to a new tetrahedral-oriented (Mahaffy in "J Chem Educ" 83(1):49-55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and…

Cookie-Ases: Interactive Models for Teaching Genotype-Phenotype Relationships

ERIC Educational Resources Information Center

Seipelt, Rebecca L.

2006-01-01

Several hands-on and wet laboratory activities have been proposed to model the genetic concepts of genotypes and phenotypes and their relationship. The exercise presented in this article is a novel, time effective, student-centered, role-playing activity in which students learn about the intricate connection between genotype and phenotype by…

Access to Higher Education: Students with Disabilities at the Open University. Working Together?

ERIC Educational Resources Information Center

Child, Derek

Services to students with disabilities at the Open University (OU) in Great Britain are described. This large distance teaching institution offers courses in multi-media form, using printed texts, audio and video material, radio and television programs, microcomputer software, and tutorial support (available either from local study centers or at…

Original Research and Peer Review Using Web-Based Collaborative Tools by College Students

ERIC Educational Resources Information Center

Cakir, Mustafa; Carlsen, William S.

2007-01-01

The Environmental Inquiry program supports inquiry based, student-centered science teaching on selected topics in the environmental sciences. Many teachers are unfamiliar with both the underlying science of toxicology, and the process and importance of peer review in scientific method. The protocol and peer review process was tested with college…

Problem-Based Learning Method: Secondary Education 10th Grade Chemistry Course Mixtures Topic

ERIC Educational Resources Information Center

Üce, Musa; Ates, Ismail

2016-01-01

In this research; aim was determining student achievement by comparing problem-based learning method with teacher-centered traditional method of teaching 10th grade chemistry lesson mixtures topic. Pretest-posttest control group research design is implemented. Research sample includes; two classes of (total of 48 students) an Anatolian High School…

Bringing Reality T.V. into the Classroom: A Semester-Long Amazing Race

ERIC Educational Resources Information Center

Weddell, Melissa S.

2011-01-01

In developing a more student centered and engaging approach to teaching an introductory tourism course, the reality television show "The Amazing Race" was incorporated into the curriculum. Students integrate book chapters and class lectures into researching how locations create tourism destinations through a series of ten weekly assignments. The…

Research-Proven Instructional Strategies Engage, Motivate and Support Students in Meeting Higher Standards

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2011

2011-01-01

Instructional strategies make a difference in whether students are engaged in learning and are profiting from their time in class. High schools, technology centers and middle grades schools are encouraging teachers to adopt new teaching techniques and are providing opportunities for teachers to work together to improve their instructional skills…

Critical Examination of Candidates' Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations

ERIC Educational Resources Information Center

Benton-Borghi, Beatrice Hope; Chang, Young Mi

2011-01-01

The National Center for Educational Statistics (NCES, 2010) continues to report substantial underachievement of diverse student populations in the nation's schools. After decades of focus on diversity and multicultural education, with integrating field and clinical practice, candidates continue to graduate without adequate knowledge, skills and…

Does the Medium Make the Magic? The Effects of Cooperative Learning and Conferencing Software.

ERIC Educational Resources Information Center

Burley, Hansel

1998-01-01

Describes how using conferencing software in a computer-assisted writing environment became a catalyst for a distinctive learning ecology that interrelated prosocial student behaviors, learner-centered teaching, and assessment. Argues that the conferencing class not only helped students apply critical thinking and problem-solving skills in…

Visual Learning: A Learner Centered Approach to Enhance English Language Teaching

ERIC Educational Resources Information Center

Philominraj, Andrew; Jeyabalan, David; Vidal-Silva, Christian

2017-01-01

This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A…

Case: The Ethics and Economics of Expanding Interstate 69 in Indiana.

ERIC Educational Resources Information Center

Clapp-Itnyre, Alisa

2000-01-01

Presents and discusses a case used in a business communication class that centers on an interstate highway extension in southern Indiana. Describes the rationale for teaching the case, and student responses. Notes that, in confronting these issues, students learn to see that facts yield to different interpretations based on differing perspectives…

Rethinking District Budgets to Unify and Sustain a Critical Mass of Student and Learning Supports at Schools. A Center Brief

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2012

2012-01-01

imperative for policy makers to reverse trends toward lopsided cutbacks that decimate efforts to address factors interfering with learning and teaching. Furthermore, it is essential to move forward in more cost-effective ways by unifying student and learning supports and…

A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education

ERIC Educational Resources Information Center

Bose, Jayakumar; Rengel, Zed

2009-01-01

Adult learners are already involved in the process of self-regulation; hence, higher education institutions should focus on strengthening students' self-regulatory skills. Self-regulation can be facilitated through formative assessment. This paper proposes a model formative assessment strategy that would complement existing university teaching,…

Start With What You Know: Using Our Scientific Background in the Classroom

NASA Astrophysics Data System (ADS)

Martino, Danielle L.; Prather, E. E.; Barembaum, M. J.; Brissenden, G.

2007-12-01

Most "Astro 101” instructors enter their teaching careers as scientists anxious to impart their passion and knowledge of astronomy to the students sitting before them. The reality of the real teaching and learning environment starts when first confronted by non-science majors. Most of these students resist an authentic engagement of learning science and default to the shortest, easiest path to a high grade. Unfortunately this approach is usually unsuccessful in a course designed to measure students’ deep conceptual understanding rather than their declarative knowledge. While it's clear that, by itself, lecturing is insufficient to promote robust or deep learning, it is difficult to create a learning environment that elicits students’ initial ideas on a topic, while confronting and resolving their misconceptions and helping them to resolve their reasoning difficulties. Instructional strategies such as think-pair-share, Lecture-Tutorials, Ranking Tasks, and concept maps can be very successful at elevating students’ intellectual engagement and understanding, even when used in large lecture classrooms. But success will ONLY occur if these strategies are correctly implemented. Mastering the many subtle, and sometimes non-intuitive elements of proper implementation can be so challenging that instructors often abandon an active learning environment and default back to lecture-centered instruction even though they know this results in lower levels of understanding overall. In an effort to improve our teaching, the astronomy faculty of Santiago Canyon College (SCC) have been attending NASA's Center for Astronomy Education Learner-Centered Teaching Excellence workshops. We present our rationale for implementing learner-centered instructional strategies, and the difficulties encountered during implementation. We also present results on how these techniques have promoted meaningful conceptual gains for non-science majors in other equivalent Astro 101 courses. We further report conceptual gains of SCC students, from pre/post testing using the Light, Spectroscopy Concept Inventory, during the 2006-2007 academic school year.

Princeton University Materials Academy for underrepresented students

NASA Astrophysics Data System (ADS)

Steinberg, Daniel; Rodriguez Martinez, Sara; Cody, Linda

Summer 2016 gave underrepresented high school students from Trenton New Jersey the opportunity to learn materials science, sustainability and the physics and chemistry of energy storage from Princeton University professors. New efforts to place this curriculum online so that teachers across the United States can teach materials science as a tool to teach ``real'' interdisciplinary science and meet the new Next Generation Science Standards (NGSS). The Princeton University Materials Academy (PUMA) is an education outreach program for underrepresented high school students. It is part of the Princeton Center for Complex Materials (PCCM), a National Science Foundation (NSF) funded Materials Research Engineering and Science Center (MRSEC). PUMA has been serving the community of Trenton New Jersey which is only eight miles from the Princeton University campus. We reached over 250 students from 2003-2016 with many students repeating for multiple years. 100% of our PUMA students have graduated high school and 98% have gone on for college. This is compared with overall Trenton district graduation rate of 48% and a free and reduced lunch of 83%. We discuss initiatives to share the curriculum online to enhance the reach of PCCM' PUMA and to help teachers use materials science to meet NGSS and give their students opportunities to learn interdisciplinary science. MRSEC, NSF (DMR-1420541).

Enhancing ASTRO101 Student Engagement Using Student-Created ScienceSKETCHES

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Slater, Stephanie

2016-01-01

As astronomy teaching faculty are changing their teaching strategies from those less desirable approaches that allow students to passively listen to professor-centered, information-lectures to more desirable, active-student engagement classrooms characterized by active learning, ASTRO 101 professors are looking for more ways to help students learn to participate in authentic scientific practices. This is consistent with notion advocated by the NRC that students should practice scientific thinking, scientific discourse, and scientific practices while learning science. Noticing that much informal scientific discussion is mediated by sketches—such as those occasionally lively discussions held after hours during scientific conferences—scholars at the CAPER Center for Astronomy & Physics Education Research have been piloting a series of active learning tasks where students are challenged to create scientific drawings to illustrate their understanding of astronomical phenomena or structures. Known informally as ScienceSKETCHES, examples of these tasks challenge students to illustrate: the spectral curve differences between high and low mass stars; the differences among galaxy shapes; the distribution of stars for the Andromeda Galaxy in terms of luminosity versus temperature; old and young planetary surfaces; or the relationships between distances and speeds of orbiting objects. Although our initial testing has focused on predominately on paper and pencil tasks, with the occasional cell phone picture of a ScienceSKETCH being texted to the professor, the electronic-based teaching world is nearly ready to support these sorts of drawing tasks. Already, the ability to complete and submit scientific sketches is becoming commonplace across electronic learning platforms, including shared white-boarding in many desktop videoconferencing systems, and handheld device learning systems for interactive classrooms, like those from Learning Catalytics, among many others. Our initial results suggest that this strategy is worthwhile line of research and development for a wide range of astronomy education researchers and curriculum developers.

ESSA: Will Adding a Nonacademic Accountability Indicator Enhance Student and Learning Supports? Research for School Improvement and Transformation. Center Report

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2016

2016-01-01

As Congress recognized in passing the "Every Student Succeeds Act", it is time for school improvement to encompass policy and planning that enables every school to replace the outdated patchwork of programs and services used in addressing barriers to learning and teaching. The way to do this involves transforming student and learning…

Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students

ERIC Educational Resources Information Center

Collins, Anne Wrigley

2011-01-01

Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is…

How Physical Education Teacher Education Majors Should Be Prepared to Teach Students with Hearing Loss: A National Needs Assessment

ERIC Educational Resources Information Center

Zaccagnini, K. J.

2005-01-01

A National needs Assessment Survey is described that gathered information on current practices in physical education in both center based schools for the deaf and mainstream programs serving deaf and hard of hearing students, grades K-12. The manner in which deaf and hard of hearing students are being served in physical education programs, the…

Virtual Reconstruction and Three-Dimensional Printing of Blood Cells as a Tool in Cell Biology Education.

PubMed

Augusto, Ingrid; Monteiro, Douglas; Girard-Dias, Wendell; Dos Santos, Thaisa Oliveira; Rosa Belmonte, Simone Letícia; Pinto de Oliveira, Jairo; Mauad, Helder; da Silva Pacheco, Marcos; Lenz, Dominik; Stefanon Bittencourt, Athelson; Valentim Nogueira, Breno; Lopes Dos Santos, Jorge Roberto; Miranda, Kildare; Guimarães, Marco Cesar Cunegundes

2016-01-01

The cell biology discipline constitutes a highly dynamic field whose concepts take a long time to be incorporated into the educational system, especially in developing countries. Amongst the main obstacles to the introduction of new cell biology concepts to students is their general lack of identification with most teaching methods. The introduction of elaborated figures, movies and animations to textbooks has given a tremendous contribution to the learning process and the search for novel teaching methods has been a central goal in cell biology education. Some specialized tools, however, are usually only available in advanced research centers or in institutions that are traditionally involved with the development of novel teaching/learning processes, and are far from becoming reality in the majority of life sciences schools. When combined with the known declining interest in science among young people, a critical scenario may result. This is especially important in the field of electron microscopy and associated techniques, methods that have greatly contributed to the current knowledge on the structure and function of different cell biology models but are rarely made accessible to most students. In this work, we propose a strategy to increase the engagement of students into the world of cell and structural biology by combining 3D electron microscopy techniques and 3D prototyping technology (3D printing) to generate 3D physical models that accurately and realistically reproduce a close-to-the native structure of the cell and serve as a tool for students and teachers outside the main centers. We introduce three strategies for 3D imaging, modeling and prototyping of cells and propose the establishment of a virtual platform where different digital models can be deposited by EM groups and subsequently downloaded and printed in different schools, universities, research centers and museums, thereby modernizing teaching of cell biology and increasing the accessibility to modern approaches in basic science.

Virtual Reconstruction and Three-Dimensional Printing of Blood Cells as a Tool in Cell Biology Education

PubMed Central

Girard-Dias, Wendell; dos Santos, Thaisa Oliveira; Rosa Belmonte, Simone Letícia; Pinto de Oliveira, Jairo; Mauad, Helder; da Silva Pacheco, Marcos; Lenz, Dominik; Stefanon Bittencourt, Athelson; Valentim Nogueira, Breno; Lopes dos Santos, Jorge Roberto; Miranda, Kildare; Guimarães, Marco Cesar Cunegundes

2016-01-01

The cell biology discipline constitutes a highly dynamic field whose concepts take a long time to be incorporated into the educational system, especially in developing countries. Amongst the main obstacles to the introduction of new cell biology concepts to students is their general lack of identification with most teaching methods. The introduction of elaborated figures, movies and animations to textbooks has given a tremendous contribution to the learning process and the search for novel teaching methods has been a central goal in cell biology education. Some specialized tools, however, are usually only available in advanced research centers or in institutions that are traditionally involved with the development of novel teaching/learning processes, and are far from becoming reality in the majority of life sciences schools. When combined with the known declining interest in science among young people, a critical scenario may result. This is especially important in the field of electron microscopy and associated techniques, methods that have greatly contributed to the current knowledge on the structure and function of different cell biology models but are rarely made accessible to most students. In this work, we propose a strategy to increase the engagement of students into the world of cell and structural biology by combining 3D electron microscopy techniques and 3D prototyping technology (3D printing) to generate 3D physical models that accurately and realistically reproduce a close-to-the native structure of the cell and serve as a tool for students and teachers outside the main centers. We introduce three strategies for 3D imaging, modeling and prototyping of cells and propose the establishment of a virtual platform where different digital models can be deposited by EM groups and subsequently downloaded and printed in different schools, universities, research centers and museums, thereby modernizing teaching of cell biology and increasing the accessibility to modern approaches in basic science. PMID:27526196

The Integration of Research, Teaching, and Learning: Preparation of the Future STEM Faculty

NASA Astrophysics Data System (ADS)

Jariwala, Manher

Graduate students at research universities shape the future of STEM undergraduate education in the United States. These future faculty flow into the STEM faculties of several thousand research universities, comprehensive universities, liberal arts colleges, and community and tribal colleges. The Center for the Integration of Research, Teaching, and Learning (CIRTL) uses graduate education as the leverage point to develop STEM faculty with the capability and commitment to implement and improve effective teaching and learning practices. CIRTL has developed, implemented, and evaluated successful strategies based on three core ideas: teaching-as-research, learning communities, and learning-through-diversity. A decade of research demonstrates that STEM future faculty participating in CIRTL learning communities understand, use, and advance high-impact teaching practices. Today the CIRTL Network includes 43 research universities. Ultimately, CIRTL seeks a national STEM faculty who enable all students to learn effectively and achieve STEM literacy, whose teaching enhances recruitment into STEM careers, and whose leadership ensures continued advancement of STEM education.

A Qualitative Study of the Meaning of Physical Examination Teaching for Patients

PubMed Central

Goldman, Ellen F.; Craven, Katherine E.; Faselis, Charles J.

2010-01-01

BACKGROUND Physical examination teaching using actual patients is an important part of medical training. The patient experience undergoing this type of teaching is not well-understood. OBJECTIVE To understand the meaning of physical examination teaching for patients. DESIGN Phenomenological qualitative study using semi-structured interviews. PARTICIPANTS Patients who underwent a physical examination-based teaching session at an urban Veterans Affairs Medical Center. APPROACH A purposive sampling strategy was used to include a diversity of patient teaching experiences. Multiple interviewers triangulated data collection. Interviews continued until new themes were no longer heard (total of 12 interviews). Interviews were recorded and transcribed verbatim. Coding was performed by two investigators and peer-checked. Themes were identified and meanings extracted from themes. KEY RESULTS Seven themes emerged from the data: positive impression of students; participation considered part of the program; expect students to do their job: hands-on learning; interaction with students is positive; some aspects of encounter unexpected; range of benefits to participation; improve convenience and interaction. Physical examination teaching had four possible meanings for patients: Tolerance, Helping, Social, and Learning. We found it possible for a patient to move from one meaning to another, based on the teaching session experience. CONCLUSIONS Physical examination teaching can benefit patients. Patients have the potential to gain more value from the experience based on the group interaction. PMID:20352363

Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

PubMed

Parkinson, Tim J; St George, Alison M

2003-01-01

Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

Using active learning strategies to investigate student learning and attitudes in a large enrollment, introductory geology course

NASA Astrophysics Data System (ADS)

Berry, Stacy Jane

There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the modification of traditional instructional techniques to allow students the opportunity to be more cooperative (Task Group on General Education, 1988). This has guided educators and facilitators into shifting teaching paradigms from a teacher centered to a more student-centered curriculum. The present study investigated achievement outcomes and attitudes of learners in a large enrollment (n ~ 200), introductory geology course using a student centered learning cycle format of instruction versus another similar section that used a traditional lecture format. Although the course is a recruiting class for majors, over 95% of the students that enroll are non-majors. Measurements of academic evaluation were through four unit exams, classroom communication systems, weekly web-based homework, in-class activities, and a thematic collaborative poster/paper project and presentation. The qualitative methods to investigate the effectiveness of the teaching design included: direct observation, self-reporting about learning, and open-ended interviews. By disaggregating emerging data, we tried to concentrate on patterns and causal relationships between achievement performance and attitudes regarding learning geology. Statistical analyses revealed positive relationships between student engagement in supplemental activities and achievement mean scores within and between the two sections. Completing weekly online homework had the most robust relationship with overall achievement performance. Contrary to expectations, a thematic group project only led to modest gains in achievement performance, although the social and professional gains could be considered as significant as the academic merit. The qualitative data substantiated the achievement success and revealed a positive relationship between a student centered learning environment and attitudes regarding learning geology. Our findings indicated a positive trend favoring active learning instructional practices, particularly methods that emphasize independent and active thinking, and analyzing of data. Of particular interest was the correlation between the amount of student ownership in an activity and students' attitude toward authenticity and application in learning. Students' perceptions and attitudes provided depth in program evaluation and helped in identifying which components used in teaching methodologies were the most effective towards learning. Although the exigencies of high enrollment introductory courses set limits for this study, the outcomes support the positive influence that active learning has on achievement performance in a high enrollment, introductory Geology course.

Primary health care and general practice attachment: establishing an undergraduate teaching network in rural Greek health centers.

PubMed

Smyrnakis, Emmanouil; Gavana, Magda; Kondilis, Elias; Giannakopoulos, Stathis; Panos, Alexandros; Chainoglou, Athanasia; Stardeli, Thomai; Kavaka, Niki; Benos, Alexis

2013-01-01

Exposure of undergraduate medical students to general practice and community healthcare services is common practice in the international medical curricula. Nevertheless, proponents of the hospital and biotechnology based paradigm, which is still dominant within the medical academic environment, question both the scope and the setting of this training procedure. Regarding the latter, the quality of teaching is often questioned in settings such as rural primary health centers, where health professionals have neither incentives nor accredited training skills. Therefore, the success of community based medical education depends substantially on the procedures implemented to involve non-academic staff as clinical teachers. This report describes the steps taken by the Aristotle University of Thessaloniki (AUTH) Medical School to establish and maintain a Rural Primary Health Care (PHC) Teaching Network in order to implement community oriented PHC and GP undergraduate medical education. A multi-professional teachers' network of healthcare staff, working in Rural Primary Health Centers, has been chosen, in order to expose students to the holistic approach of PHC. The enrollment of teachers to the Teaching Network was solely on a voluntary basis. The novelty of this procedure is that each professional is approached personally, instead through the Health Center (HC) that usually offers this service as a package in similar activities. In an attempt to attract health professionals committed to medical education, a self-selection procedure was adopted. Collaboration with the medical school was established but it was characterized by the School's inability to compensate teachers. A series of 'Training the Trainers' seminars were completed during the first implementation period in order to enhance the awareness of health professionals regarding undergraduate teaching in PHC; to present the educational needs of medical students; to expose them to the principles of medical teaching; and to strengthen their communication skills. Setting up sustainable community oriented medical education activities in a more or less unfriendly environment is a difficult task that calls for wisely selected functional steps. Pilot educational activities determine the quality of the implemented programs by evaluating difficulties and constraints. Recruiting teachers on a voluntary basis proved to be critical in enhancing the quality of this educational activity, and overcoming distance constraints. The educational activities which were offered created a homogenous group of PHC teachers with explicit educational aims and objectives.

Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment.

PubMed

Rowan, Susan; Newness, Elmer J; Tetradis, Sotirios; Prasad, Joanne L; Ko, Ching-Chang; Sanchez, Arlene

2017-11-01

Student evaluation of teaching (SET) is often used in the assessment of faculty members' job performance and promotion and tenure decisions, but debate over this use of student evaluations has centered on the validity, reliability, and application of the data in assessing teaching performance. Additionally, the fear of student criticism has the potential of influencing course content delivery and testing measures. This Point/Counterpoint article reviews the potential utility of and controversy surrounding the use of SETs in the formal assessment of dental school faculty. Viewpoint 1 supports the view that SETs are reliable and should be included in those formal assessments. Proponents of this opinion contend that SETs serve to measure a school's effectiveness in support of its core mission, are valid measures based on feedback from the recipients of educational delivery, and provide formative feedback to improve faculty accountability to the institution. Viewpoint 2 argues that SETs should not be used for promotion and tenure decisions, asserting that higher SET ratings do not correlate with improved student learning. The advocates of this viewpoint contend that faculty members may be influenced to focus on student satisfaction rather than pedagogy, resulting in grade inflation. They also argue that SETs are prone to gender and racial biases and that SET results are frequently misinterpreted by administrators. Low response rates and monotonic response patterns are other factors that compromise the reliability of SETs.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.