Development of a Structured Undergraduate Research Experience: Framework and Implications

ERIC Educational Resources Information Center

Brown, Anne M.; Lewis, Stephanie N.; Bevan, David R.

2016-01-01

Participating in undergraduate research can be a pivotal experience for students in life science disciplines. Development of critical thinking skills, in addition to conveying scientific ideas in oral and written formats, is essential to ensuring that students develop a greater understanding of basic scientific knowledge and the research process.…

Using the Conceptual Change Instruction To Improve Learning.

ERIC Educational Resources Information Center

Alparslan, Cem; Tekkaya, Ceren; Geban, Omer

2003-01-01

Investigates the effect of conceptual change instruction on grade 11 students' understanding of respiration. The Respiration Concept Test was developed and used to test students' misconceptions. Results indicate that the conceptual change instruction that explicitly addressed students' misconceptions produced significantly greater achievement in…

The Formation and Development of the Mindful Campus

ERIC Educational Resources Information Center

DuFon, Margaret A.; Christian, Jennifer

2013-01-01

This chapter recounts the development of faculty and student groups whose purposes are to promote mindfulness and contemplative pedagogy on the California State University-Chico campus through work both on the campus and in the greater Chico community. The "Mindful Campus" a student organization formed in 2011, merged with the…

Interteach and Student Engagement in Political Science

ERIC Educational Resources Information Center

Slagter, Tracy H.; Scribner, Druscilla L.

2014-01-01

"Interteach" is a method of guided discussion and feedback developed by Thomas Boyce and Philip Hineline in 2002. This method, primarily used in the psychology classroom, encourages greater student engagement and responsibility for learning by requiring extensive student preparation, peer-to-peer instruction, and peer evaluation. How can…

Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences†

PubMed Central

Mader, Catherine M.; Beck, Christopher W.; Grillo, Wendy H.; Hollowell, Gail P.; Hennington, Bettye S.; Staub, Nancy L.; Delesalle, Veronique A.; Lello, Denise; Merritt, Robert B.; Griffin, Gerald D.; Bradford, Chastity; Mao, Jinghe; Blumer, Lawrence S.; White, Sandra L.

2017-01-01

Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty. PMID:28861141

Multi-Institutional, Multidisciplinary Study of the Impact of Course-Based Research Experiences.

PubMed

Mader, Catherine M; Beck, Christopher W; Grillo, Wendy H; Hollowell, Gail P; Hennington, Bettye S; Staub, Nancy L; Delesalle, Veronique A; Lello, Denise; Merritt, Robert B; Griffin, Gerald D; Bradford, Chastity; Mao, Jinghe; Blumer, Lawrence S; White, Sandra L

2017-01-01

Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty.

An Examination into the Learning Pattern Preferences of Students in Special Education

ERIC Educational Resources Information Center

Thone, Jaime L.

2013-01-01

As educational professionals strive to help students become efficient and effective learners, they must assist in the development of student learning strategies and a greater understanding of the learning process. The purpose of this study was to analyze and compare the learning pattern preferences of middle and high school students in general…

First graders' literacy and self-regulation gains: The effect of individualizing student instruction

PubMed Central

Connor, Carol McDonald; Ponitz, Claire Cameron; Phillips, Beth M.; Travis, Q. Monét; Glasney, Stephanie; Morrison, Frederick J.

2010-01-01

We examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented. PMID:20728691

Creativity Styles of Freshman Students.

ERIC Educational Resources Information Center

Kumar, V. K.; And Others

1991-01-01

First-year college students (n=182) were tested to determine their beliefs about and approaches to creative endeavors. Students self-identified as creative employed a greater number of techniques such as brainstorming and were less motivated by the goal of developing a final product, compared to those identified as least creative. (JDD)

Teachers Taking Action with Student Perception Survey Data

ERIC Educational Resources Information Center

Villa, Lessita Ann Lorin

2017-01-01

As scrutiny of teacher effectiveness increases, there is a greater call for multiple instruments to measure teacher effectiveness and provide robust feedback to support teacher growth and development. Student perception surveys, questionnaires completed by K-12 students about their teachers, have increasingly been used to evaluate teachers and…

Linguistic Audacity: Shakespeare's Language and Student Writing

ERIC Educational Resources Information Center

Goodman, Barbara A.

2011-01-01

Shakespeare molded language to meet his needs. Can students learn from his example? In this article, the author suggests studying Shakespeare's creative use of functional shift, spelling, and vocabulary to help students develop greater control of their own writing. The author is advocating that teachers approach Shakespeare as descriptive…

Leading the Learner-Centered Campus

ERIC Educational Resources Information Center

Stamm, Liesa

2011-01-01

For those who advocate for greater attention to the development of the whole student, promoting a climate of student-centered learning on our campuses should be a major component of our endeavors. In "Leading the Learner-Centered Campus", Harris and Cullen provide some concrete proposals for achieving student-centered learning as central to the…

From Data to Bonuses: A Case Study of the Issues Related to Awarding Teachers Pay on the Basis of Their Students' Progress. Working Paper 2008-14

ERIC Educational Resources Information Center

McCaffrey, Daniel F.; Han, Bing; Lockwood, J. R.

2008-01-01

A key component to the new wave of performance-based pay initiatives is the use of student achievement data to evaluate teacher performance. As greater amounts of student achievement data are being collected, researchers have been developing and applying innovative statistical and econometric models to longitudinal data to develop measures of an…

Borderless STEM education: A study of both American students and foreign students

NASA Astrophysics Data System (ADS)

Komura, Kiriko

This study explores the current status of borderless education in STEM through surveys of two populations of STEM students: American students who studied abroad and foreign students who were studying in the U.S. It was undertaken in response to the U.S. government's desires to strengthen STEM education and to develop American students' global competencies. The purpose was to understand how international experiences can be enhanced in order to increase American STEM students' interest in study abroad programs and in earning advanced STEM degrees and to understand how to attract more foreign STEM students to study in the United States. Issues of particular focus were: the impacts of gender, race/ethnicity, and nationality on STEM students' motivation to participate in, and responses to study abroad programs, and the value of Information and Communication Technologies (ICTs) in borderless STEM education. Several different forms of multivariate analyses were performed on data from surveys at seven public and private colleges and universities in the Southern California area. The results indicated that among American students, greater value was placed on social and cultural experiences gained through studying abroad. In contrast, among foreign students greater value was placed on enhancement of their academic and professional development opportunities. American students whose study abroad included research experiences had a greater interest in international research and teaching in the future. Foreign graduate students majoring in computer science, engineering and biology are the most likely to seek opportunities to study and work in the US. Finally, ICTs were valued by American students as platforms for social interactions and by foreign students for facilitating professional networks. The analyses lead to several recommendations, including: STEM faculty should be made aware of the critical importance of their advising and mentoring in motivating students to choose to study abroad and, minority students gain more confidence about working in STEM fields and seeking advanced STEM degrees as a result of studying abroad.

Promoting an Interest in Language To Stimulate College Students' Vocabulary Development.

ERIC Educational Resources Information Center

Wellington, Kathy

1999-01-01

Describes using the book "The Professor and the Madman" (which tells the story of how the "Oxford English Dictionary" came into being) in a college or developmental reading class. Notes it motivates students to take greater interest in language and work on expanding their vocabularies, thus promoting vocabulary development and…

Rates and Patterns of Professional Mobility in Student Personnel Work

ERIC Educational Resources Information Center

Sherburne, Paul Rogers

1970-01-01

This study piloted the recently developed technique known in business as mobilography." Methods can be adapted to study the mobility among student personnel workers. Greater mobility can be expected within the entrance level. (Author)

A research project to develop and evaluate a technical education component on materials technology for orientation to space-age technology

NASA Technical Reports Server (NTRS)

Jacobs, J. A.

1976-01-01

A project was initiated to develop, implement, and evaluate a prototype component for self-pacing, individualized instruction on basic materials science. Results of this project indicate that systematically developed, self-paced instruction provides an effective means for orienting nontraditional college students and secondary students, especially minorities, to both engineering technology and basic materials science. In addition, students using such a system gain greater chances for mastering subject matter than with conventional modes of instruction.

Exploring Student Perceptions of Self-Regulation as a Moderator for Successful Literacy Outcomes: A Multiple Case Study of Fourth-Grade Students

ERIC Educational Resources Information Center

Nellis, Theresa M.

2017-01-01

Self-regulation is a significant predictor of student academic performance, over those traditional measures of intelligence and socioeconomic status. The failure to develop these skills may produce students who are at a four-times greater risk of behavioral issues, school dropout, and poor academic performance. This multiple qualitative case study…

A Constructivist Cloud Lab.

ERIC Educational Resources Information Center

Emery, Dave

1996-01-01

Describes a lab involving a cloud formation activity that uses the constructivist learning model to get students more involved in creating the lab. Enables students to develop a greater understanding of the concepts involved and more interest in the lab's outcomes. (JRH)

Student Perception of Metacognitive Activities in Entry-Level Science Courses

ERIC Educational Resources Information Center

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

2014-01-01

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

The Visioning of Policy and the Hope of Implementation: Support for Graduate Students' Teaching at a Canadian Institution

ERIC Educational Resources Information Center

Hoessler, Carolyn; Godden, Lorraine

2015-01-01

Graduate students teach within the complex higher education environment of financial constraint, greater student diversity, and growing graduate enrolment (e.g., Austin, 2003). Teaching roles offer financial support and skill development while multiplying responsibilities (Price, 2008). Across the national working papers and institutional reports,…

WordBytes: Exploring an Intermediate Constraint Format for Rapid Classification of Student Answers on Constructed Response Assessments

ERIC Educational Resources Information Center

Kim, Kerry J.; Meir, Eli; Pope, Denise S.; Wendel, Daniel

2017-01-01

Computerized classification of student answers offers the possibility of instant feedback and improved learning. Open response (OR) questions provide greater insight into student thinking and understanding than more constrained multiple choice (MC) questions, but development of automated classifiers is more difficult, often requiring training a…

The Student Experience in Speed Teaming: A New Approach to Team Formation

ERIC Educational Resources Information Center

Hansen, Randall S.; Hansen, Katharine

2007-01-01

Many benefits accrue for students when they work in teams. Researchers have shown that the learning-by-doing approach of group projects results in active learning and far greater comprehension and retention, higher levels of student achievement, accomplishment of sophisticated learning objectives, the development of critical reasoning skills, and…

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

PubMed Central

Otaiba, Stephanie Al; Folsom, Jessica S.; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

2015-01-01

Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers’ differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers’ students (n = 416). Teachers’ instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development. PMID:27346927

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

PubMed

Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention.

PubMed

Clarke, Ben; Doabler, Christian T; Smolkowski, Keith; Baker, Scott K; Fien, Hank; Strand Cary, Mari

2016-01-01

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. Gain scores of at-risk intervention students were significantly greater than those of control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier 2 mathematics instruction in a response to intervention (RtI) model are discussed. © Hammill Institute on Disabilities 2014.

Do Prior Experience, Gender, or Level of Study Influence Music Students' Perspectives on Master Classes?

ERIC Educational Resources Information Center

Long, Marion; Hallam, Susan; Creech, Andrea; Gaunt, Helena; Robertson, Linnhe

2012-01-01

The cyclic process of self-regulated learning has been identified as a predictor of achievement in musical skill acquisition and musical performance. Meta-cognition, intrinsic to the self-regulation process, develops as the student takes greater responsibility for their own learning. From this perspective we consider music students' responses to a…

Recent Developments in Secondary Students' Press Rights.

ERIC Educational Resources Information Center

Trager, Robert

High school students and administrators continue to meet in courtrooms to dispute the extent to which freedom of expression is granted to writers and editors of student publications. A review of more than a dozen such cases decided by state and lower federal courts in the last two years shows that judges have given increasingly greater freedom to…

Student-Led Presentations "in Situ": The Challenges to Presenting on the Edge of a Volcano

ERIC Educational Resources Information Center

Marvell, Alan

2008-01-01

Student-led seminars are commonplace within higher education but few are allowed the opportunity of being delivered in situ. Presentations in situ widen the experience of students and develop a range of transferable skills, encouraging a greater sense of place and facilitating reflective learning. This case study describes the experiences of a…

Long-Term Chinese Students' Transitional Experiences in UK Higher Education: A Particular Focus on Their Academic Adjustment

ERIC Educational Resources Information Center

Wang, Isobel Kai-Hui

2018-01-01

The global population of students pursuing studies abroad continues to grow, and consequently their intercultural experiences are receiving greater research attention. However, research into long-term student sojourners' academic development and personal growth is still in its infancy. A parallel mixed method study was designed to investigate the…

Blended learning in biochemistry education: analysis of medical students' perceptions.

PubMed

de Fátima Wardenski, Rosilaine; de Espíndola, Marina Bazzo; Struchiner, Miriam; Giannella, Taís Rabetti

2012-07-01

The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, students gave positive evaluations to their experiences with BL, indicating that the VLEs have not only motivated but also facilitated learning. Most of the students reported that access to resources in the three modules provided a more in-depth approach to Biochemistry education and greater study autonomy. Students suggested that the VLEs could be better used for promoting greater communication among participants. Copyright © 2012 Wiley Periodicals, Inc.

Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies.

PubMed

Kuiper, RuthAnne; Murdock, Nancy; Grant, Nancy

2010-08-01

The standard in nursing education today is to prepare nurses for future practice through generic programs with a culminating practicum experience. The clinical faculty in this program was interested in evaluating differences in student thinking strategies that occurred as a result of an increase from 60 to 120 clinical hours, coupled with reflective journaling. The Self-Regulated Learning model was used as a conceptual support for the journaling prompts, as well as a structure for narrative analysis. the 120-hour practicum group revealed a greater use of metacognitive self-evaluation strategies versus greater use of behavioral self-monitoring strategies by the 60-hour practicum group. This finding suggests that although self-observation and self-monitoring are important and desired thinking habits to develop in nursing students, an increase to 120 hours is beneficial. It promotes a greater use of self-evaluation of thinking and greater levels of self-efficacy in making decisions to solve clinical problems.

Longitudinal Relationships Among Perceived Injunctive and Descriptive Norms and Marijuana Use

PubMed Central

Napper, Lucy E.; Kenney, Shannon R.; Hummer, Justin F.; Fiorot, Sara; LaBrie, Joseph W.

2016-01-01

Objective: The current study uses longitudinal data to examine the relative influence of perceived descriptive and injunctive norms for proximal and distal referents on marijuana use. Method: Participants were 740 undergraduate students (67% female) who completed web-based surveys at two time points 12 months apart. Time 1 measures included reports of marijuana use, approval, perceived descriptive norms, and perceived injunctive norms for the typical student, close friends, and parents. At Time 2, students reported on their marijuana use. Results: Results of a path analysis suggest that, after we controlled for Time 1 marijuana use, greater perceived friend approval indirectly predicted Time 2 marijuana use as mediated by personal approval. Greater perceived parental approval was both indirectly and directly associated with greater marijuana use at follow-up. Perceived typical-student descriptive norms were neither directly nor indirectly related to Time 2 marijuana use. Conclusions: The findings support the role of proximal injunctive norms in predicting college student marijuana use up to 12 months later. The results indicate the potential importance of developing normative interventions that incorporate the social influences of proximal referents. PMID:27172578

Research Becomes You: Cultivating EdD Students' Identities as Educational Leaders and Researchers and a "Learning by Doing" Meta-Study

ERIC Educational Resources Information Center

Buss, Ray R.; Avery, Andrea

2017-01-01

We examined how end-of-first-year students in a Carnegie Project on the Education Doctorate (CPED)-affiliated EdD program were developing professional identities as educational leaders and researchers. Quantitative and qualitative data revealed substantial development of leadership skills, but even greater growth in perceptions of research skills.…

EFL Students' Attitudes towards the Development of Speaking Skills via Project-Based Learning: An Omnipresent Learning Perspective

ERIC Educational Resources Information Center

Yaman, Ismail

2014-01-01

Developing speaking skills constitutes the key stage for language learners. Considering the remarkable differences between ESL and EFL students, the likelihood for language learners in many EFL settings to face the barbed wires placed on the road to speaking proficiency is far greater compared with ESL learners. The primary reason behind this…

Professional development using student-led, community-based activities.

PubMed

Martin, Ashley E; Cunningham, Stacey C; Magnus, Jeanette H

2011-01-01

As a community health education center affiliated with an academic institution, we recognize that by investing in the professional development of our students, we not only maximize our own outcomes but those of our students as well. Our project, Creating Community Connections, was developed to aid the work of our Center in characterizing the evolving community landscape following Hurricane Katrina while providing opportunities for students to engage in experiential learning. Students in the project could gain skills in program planning and community assessment, as well as leadership and communications. Twenty-three students worked on the project during its 2 years, developing data collection tools, organizing and conducting key informant interviews, facilitating focus groups and community forums, managing data, and summarizing project findings for community presentations. Participation in this project allowed our students to grow as public health leaders and researchers while gaining a greater appreciation for community collaboration.

Professional development for teachers of students who are deaf or hard of hearing: facing the assessment challenge.

PubMed

Cawthon, Stephanie

2009-01-01

Teachers of students with low-incidence disabilities, such as students who are deaf or hard of hearing, face unique challenges in putting education policy into practice. The present article presents professional development findings from the Third Annual National Survey of Accommodations and Assessment for Students Who Are Deaf or Hard of Hearing (Cawthon, Hersh, Kim, & Online Research Lab, in press). A total of 391 participants described professional development they had experienced related to assessment of students who are deaf or hard of hearing. Teachers reported greater exposure to topics in school/district sessions and discussion with their colleagues than in their preparation programs. Teaching at a school for the deaf or teaching students in high school were significant predictors of an increased prevalence of professional development opportunities on assessment-related topics for students who are deaf or hard of hearing.

Using an interdisciplinary partnership to develop nursing students' information literacy skills: an evaluation.

PubMed

Turnbull, Bev; Royal, Bernadette; Purnell, Margaret

2011-01-01

As learning paradigms shift to student-centred active learning, development of effective skills in locating and retrieving information using electronic sources is integral to promoting lifelong learning. Recency of information that is evidence based is a critical factor in a dynamic field such as health. A changing demographic is evident among nursing students with greater numbers of mature age students who may not possess the computer skills often assumed with school leavers, and whose study preference is mostly by external mode. Development of interdisciplinary partnerships between faculties and librarians can provide the attributes and innovation of new and improved ways to better support student learning, whether or not students attend on campus. The Health Online Tutorial, an online database searching tool developed through a collaborative, interdisciplinary partnership at Charles Darwin University is one such example.

Techniques for Small-Group Discourse

ERIC Educational Resources Information Center

Kilic, Hulya; Cross, Dionne I.; Ersoz, Filyet A.; Mewborn, Denise S.; Swanagan, Diana; Kim, Jisun

2010-01-01

The nature of mathematical discourse and its influence on the development of students' mathematical understanding has received much attention from researchers in recent years. Engaging students in discursive practices can be difficult; teachers can increase their competence in facilitating discourse through greater awareness of the impact of…

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Murray, Desiree W.; Molina, Brooke S.G.; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L. Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B.; Jensen, Peter S.

2014-01-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school. PMID:25506403

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder.

PubMed

Murray, Desiree W; Molina, Brooke S G; Glew, Kelly; Houck, Patricia; Greiner, Andrew; Fong, Dalea; Swanson, James; Arnold, L Eugene; Lerner, Marc; Hechtman, Lily; Abikoff, Howard B; Jensen, Peter S

2014-12-01

This study examines the prevalence and characteristics of services reported by school staff for 543 high school students participating in the 8 year follow-up of the multi-site Multimodal Treatment study of ADHD (MTA). Overall, 51.6% of students with a history of attention-deficit/hyperactivity disorder (ADHD) were receiving services through an Individualized Educational Plan (IEP) or a 504 plan, a rate higher than expected for this age group. Less than 5% of these had 504 plans; 35.5% attended special education classes. Very few services (except tutoring) were provided outside of an IEP or 504 plan. Almost all students with services received some type of academic intervention, whereas only half received any behavioral support or learning strategy. Less than one-fourth of interventions appear to be evidence-based. Students receiving services showed greater academic and behavioral needs than those not receiving services. Services varied based upon type of school, with the greatest number of interventions provided to students attending schools that only serve those with disabilities. Original MTA treatment randomization was unrelated to services, but cumulative stimulant medication and greater severity predicted more service receipt. Results highlight a need for accommodations with greater evidence of efficacy and for increased services for students who develop academic difficulties in high school.

Creating a Model for High Impact Practices at a Large, Regional, Comprehensive University: A Case Study

ERIC Educational Resources Information Center

McMahan, Shari

2008-01-01

Student engagement in High Impact Practices (HIPs) has been gaining the attention of higher education leaders and researchers. When students are actively engaged in the learning process they report greater gains in learning and personal development. Students involved in HIPs show better retention, higher GPA and succeed in graduating college in a…

Increasing Elementary School Students' Subjective Well-Being through a Classwide Positive Psychology Intervention: Results of a Pilot Study

ERIC Educational Resources Information Center

Suldo, Shannon M.; Hearon, Brittany V.; Bander, Bryan; McCullough, Mollie; Garofano, Jeffrey; Roth, Rachel A.; Tan, Sim Yin

2015-01-01

There is growing interest in school-based programs to promote students' subjective well-being (SWB). Students with greater SWB tend to have stronger relationships with their teachers and classmates, as well as behave in more positive ways. Drawing from theory and research pertinent to promoting children's SWB, we developed an 11-session classwide…

The Improvement of Student Teaching Through a Consortium of Greater Cleveland Schools and Colleges. Vol. 1-3. Final Report.

ERIC Educational Resources Information Center

Morford, John A.; Swegan, Donald B.

This three-volume report describes a research project which had the following objectives: 1) to improve the orientation programs for cooperating teachers who work with student teachers; 2) to improve procedures for selection and utilization of cooperating teachers in schools which accept student teachers; and 3) to develop experimental, innovative…

A "Special Relationship" in Higher Education? What Influence Might the US Higher Education Sector Have in Terms of Support for International Students in the UK?

ERIC Educational Resources Information Center

Lochtie, David John

2016-01-01

As international student migration and comparative education research have increased worldwide, greater interdependency between national Higher Education (HE) systems has developed with policy and practice frequently being shared internationally. As a key player in the international student market the United States of America is especially…

Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts. Research Report

ERIC Educational Resources Information Center

Gates, Susan M.; Hamilton, Laura S.; Martorell, Paco; Burkhauser, Susan; Heaton, Paul; Pierson, Ashley; Baird, Matthew; Vuollo, Mirka; Li, Jennifer J.; Lavery, Diana Catherine; Harvey, Melody; Gu, Kun

2014-01-01

New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its…

Students' Understanding of the Nature of Matter and Chemical Reactions--A Longitudinal Study of Conceptual Restructuring

ERIC Educational Resources Information Center

Øyehaug, Anne Bergliot; Holt, Anne

2013-01-01

This longitudinal study aims to provide greater insight into how students' understanding of matter and chemical reactions develops over time and how their knowledge structures are restructured. Four case-study students in a Norwegian primary school were followed for two years from age 10-11 to age 12-13. Researchers were responsible for…

Effects of an Inclusion Professional Development Model on Inclusion Knowledge and Perceptions of Regular Middle School Educators

ERIC Educational Resources Information Center

Royster, Otelia

2011-01-01

The problem addressed in this study was that regular education teachers lacked the training to include students with disabilities in inclusive classrooms. The evidence indicated that teachers were beginning to show greater levels of frustration, students were being referred out of the classroom, and many students were being sent to the special…

Developing the next generation of diverse computer scientists: the need for enhanced, intersectional computing identity theory

NASA Astrophysics Data System (ADS)

Rodriguez, Sarah L.; Lehman, Kathleen

2017-10-01

This theoretical paper explores the need for enhanced, intersectional computing identity theory for the purpose of developing a diverse group of computer scientists for the future. Greater theoretical understanding of the identity formation process specifically for computing is needed in order to understand how students come to understand themselves as computer scientists. To ensure that the next generation of computer scientists is diverse, this paper presents a case for examining identity development intersectionally, understanding the ways in which women and underrepresented students may have difficulty identifying as computer scientists and be systematically oppressed in their pursuit of computer science careers. Through a review of the available scholarship, this paper suggests that creating greater theoretical understanding of the computing identity development process will inform the way in which educational stakeholders consider computer science practices and policies.

Achieving Greater Musical Independence in Ensembles through Cognitive Apprenticeship

ERIC Educational Resources Information Center

Weidner, Brian N.

2018-01-01

Musical independence is a common objective for large-ensemble classes, but traditional, teacher-centric instructional practices for these groups may discourage rather than promote students' critical thinking and decision making in music. Cognitive apprenticeship provides an instructional approach through which student musicians can develop skills…

On the Teaching of Portfolio Theory.

ERIC Educational Resources Information Center

Biederman, Daniel K.

1992-01-01

Demonstrates how a simple portfolio problem expressed explicitly as an expected utility maximization problem can be used to instruct students in portfolio theory. Discusses risk aversion, decision making under uncertainty, and the limitations of the traditional mean variance approach. Suggests students may develop a greater appreciation of general…

Teaching Agricultural Policy with the Case Method.

ERIC Educational Resources Information Center

Stuhler, E. A.

1994-01-01

Two groups of agriculture students were taught with case studies and one group without (about 30 students in each group). Case-method groups had greater gains in cognitive performance and changed motivation and attitudes. Case studies had a positive effect on the development of problem-solving skills. (SK)

Working Together

ERIC Educational Resources Information Center

Sullivan, Margaret

2010-01-01

Students need space to gather, share ideas, talk, develop common understanding and work to create greater knowledge. This focus on collaboration has put a strain on group study spaces. Students need to collaborate spontaneously, and scheduling time in a study room is not conducive to spur-of-the-moment collaboration. At many education…

Undergraduate Student Leadership and Social Change

ERIC Educational Resources Information Center

Soria, Krista M.; Fink, Alexander; Lepkowski, Christine; Snyder, Lynn

2013-01-01

Colleges are under increasing pressure to develop future citizens who are interested in-and capable of-creating positive social change and improving their communities. Using data from the multiinstitutional SERU survey, this study suggests college students' participation in leadership positions can promote their engagement in greater social change.

Achieving a Greater Impact: Developing the Skills of Teaching Artists to Lead Professional Development for Teachers

ERIC Educational Resources Information Center

Duma, Amy L.; Silverstein, Lynne B.

2008-01-01

Teaching artists know that there are many more students who could benefit from learning in and through the arts, but school budgets as well as teaching artists' time and energy are limited. As years pass, teaching artists face the reality that they will reach only a fraction of the students in need. To extend their impact dramatically, some…

Association of learning styles with research self-efficacy: study of short-term research training program for medical students.

PubMed

Dumbauld, Jill; Black, Michelle; Depp, Colin A; Daly, Rebecca; Curran, Maureen A; Winegarden, Babbi; Jeste, Dilip V

2014-12-01

With a growing need for developing future physician scientists, identifying characteristics of medical students who are likely to benefit from research training programs is important. This study assessed if specific learning styles of medical students, participating in federally funded short-term research training programs, were associated with research self-efficacy, a potential predictor of research career success. Seventy-five first-year medical students from 28 medical schools, selected to participate in two competitive NIH-supported summer programs for research training in aging, completed rating scales to evaluate learning styles at baseline, and research self-efficacy before and after training. We examined associations of individual learning styles (visual-verbal, sequential-global, sensing-intuitive, and active-reflective) with students' gender, ranking of medical school, and research self-efficacy. Research self-efficacy improved significantly following the training programs. Students with a verbal learning style reported significantly greater research self-efficacy at baseline, while visual, sequential, and intuitive learners demonstrated significantly greater increases in research self-efficacy from baseline to posttraining. No significant relationships were found between learning styles and students' gender or ranking of their medical school. Assessments of learning styles may provide useful information to guide future training endeavors aimed at developing the next generation of physician-scientists. © 2014 Wiley Periodicals, Inc.

Professional Development as a critical course in an undergraduate geology curriculum

NASA Astrophysics Data System (ADS)

Fredrick, K. C.

2015-12-01

In today's economy and job market, "workplace readiness" has become a popular buzzword applied to educational efficacy and worthiness. This additional attention to employment outcomes for undergraduate students adds pressure on faculty, as they come under greater scrutiny from administration and prospective students. It is an important marketing tool for programs to report their placement numbers. In our geology program at California University, even though we have had several years of successful placement of our graduates, we have struggled with student buy-in until they are seniors looking at an uncertain future. In recent years, it has become apparent that a greater proportion of our students are not prepared for university-level work when they enter college. They are unprepared for the rigors of critical thinking and quantitative analyses. A way to help them get more serious about their professional career at an earlier stage of education is to demonstrate to them what they do not know. Beginning this year, we have implemented a new, required course, Professional Development for Geologists. It is not a novel idea, in terms of design, but its application as a required course within the major and the students' option of taking it multiple times seems to be a new approach. The course is structured to work with students to develop their skills for the job market, graduate school, and improve general professionalism.

Do You See What I See? Fostering Aspiring Leaders' Racial Awareness

ERIC Educational Resources Information Center

Gooden, Mark A.; O'Doherty, Ann

2015-01-01

Programs preparing culturally responsive school leaders must address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. To develop greater awareness of race, instructors in a principal preparation program assigned students in a primarily White cohort to compose racial…

Experiencing Organizational Work Design: Beyond Hackman and Oldham

ERIC Educational Resources Information Center

Fornaciari, Charles J.; Dean, Kathy Lund

2005-01-01

Standard organizational behavior survey courses usually introduce students to the "nuts and bolts" of organizational work design and models that mechanize work. This article develops an experiential exercise that simulates working conditions that can foster greater student understanding of the affective, ethical, and human aspects of work design.…

A Study of Motherhood and Perceived Career Satisfaction of Women in Student Affairs

ERIC Educational Resources Information Center

Snyder, Kacee Ferrell

2011-01-01

There is limited research available on the relationship between motherhood and career satisfaction. This dissertation examined women who worked as student affairs professionals to develop a greater understanding of the relationship between motherhood and career satisfaction. The following research questions were addressed: Is there a difference…

Estimating the Efficiency of Michigan's Rural and Urban Public School Districts

ERIC Educational Resources Information Center

Maranowski, Rita

2012-01-01

This study examined student achievement in Michigan public school districts to determine if rural school districts are demonstrating greater financial efficiency by producing higher levels of student achievement than school districts in other geographic locations with similar socioeconomics. Three models were developed using multiple regression…

Creativity and the Samoan Student.

ERIC Educational Resources Information Center

Falealii, Tele'a V.

The conflict between Samoan culture and the development of creativity among Samoan students is examined. Creativity is defined as the process of sensing gaps, finding a means of effecting closure, and formulating hypotheses to eventually produce a novel product. The greater the pressure to conform, however, no matter what the source, the fewer the…

The Coach's Learning Community: Standards-Based Program Develops School Wide Capacity

ERIC Educational Resources Information Center

Reitz, Diane; Hall, Gene E.

2017-01-01

Challenges inherent to increasing student literacy are well-documented particularly in under performing schools. Those challenges increase in schools experiencing high staff turnover, high populations of English language learners, and greater poverty. In order to improve student learning in these communities there needs to be a comprehensive…

6 Essential Questions for Problem Solving

ERIC Educational Resources Information Center

Kress, Nancy Emerson

2017-01-01

One of the primary expectations that the author has for her students is for them to develop greater independence when solving complex and unique mathematical problems. The story of how the author supports her students as they gain confidence and independence with complex and unique problem-solving tasks, while honoring their expectations with…

AN INQUIRY INTO INDEPENDENT STUDY.

ERIC Educational Resources Information Center

SMITH, JANET

INDEPENDENT STUDY PROGRAMS DEVELOPED FROM THE CONCEPTION THAT THE STUDENT SHOULD BE ENCOURAGED TO INITIATE INQUIRY AND TO ASSUME GREATER SELF-RELIANCE IN THE LEARNING PROCESS. THE TEAM TEACHING SETUP WAS USED. SEVERAL FACULTY MEMBERS WORKED WITH INDIVIDUAL STUDENTS IN TUTORIAL PROGRAMS. INDEPENDENT STUDY AREAS, FURNISHED WITH CARRELS AND TABLES,…

Fostering cultural inclusiveness and learning in culturally mixed business classes.

PubMed

Mak, Anita S; Daly, Anne; Barker, Michelle C

2014-01-01

Business educators have advocated that in order to build faculty's intercultural capability, it is vital to provide them with professional development in using intercultural training resources and with "community of practice" support in adapting such resources for enhancing their students' intercultural learning. This approach has been adopted in an Australian action research project titled "Internationalisation at Home" (IaH), which involved providing faculty with professional development adapted from an established intercultural training resource - the EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program. In this paper, we present two case studies of the implementation of the IaH Project in business schools at the University of Canberra and at Griffith University. Lessons learned from the first study were incorporated in the design and evaluation of the second one. Faculty leaders will describe how they engage and support colleagues in adapting components of EXCELL to foster cultural inclusiveness and facilitate students' intercultural competence development. As part of project evaluation, we hypothesised that students who participated in IaH courses would report greater levels of (1) cultural inclusiveness in their educational environment, and (2) cultural learning development, compared with students who were not enrolled in IaH courses. Research participants in the Canberra case study comprised an intervention group of 140 business undergraduates enrolled in an IaH course, and a control group of 59 non-IaH undergraduates. At Griffith, participants were 211 first year management students in the intervention group and 84 students enrolled in a non-IaH first year course. In each case study, an end-of-semester survey showed that students who had completed courses with the IaH project intervention reported significantly greater levels of perceived cultural inclusiveness in multicultural classes, and of cultural learning development, than students in the control group. Faculty's reflections on project processes and outcomes further suggest that implementing strategic, structured active learning interventions such as in the IaH Project, could bring about more productive social interactions in multicultural classes and benefit domestic and especially international students. We will discuss implications of the findings for students' intercultural learning, faculty's needs for continual professional development, and the role of institutional support in intercultural competence development.

Views of Japanese medical students on the work-life balance of female physicians

PubMed Central

Nin, Tomoni; Akano, Megumi; Hasuike, Yukiko; Iijima, Hiroko; Suzuki, Keiichirou

2017-01-01

Objectives To survey medical students on their ideas of future work-life balance and discuss topics for next-generation medical education. Methods First-year (n=372, 34.9% female) and sixth-year medical students (n=311, 44.1% female) responded to a questionnaire on future self, marriage and childcare, and gender differences at the workplace. Responses were compared between academic years and gender. Responses were evaluated by gender and academic year using the Mann-Whitney U test.  Significance was set at p<0.01. Results The first-year and sixth-year students, regardless of gender, had different views on gender-related favorable treatment at workplaces {U=13464, p=0.000 (first-year), U=10407, p=0.000 (sixth-year)}. A greater percentage of female students would choose career options based on the possibility of marriage and childbirth {U=10689, p=0.000 (first-year), U=10930, p=0.000 (sixth-year)}. Among first-year students, a greater percentage of female students expected to work part-time. Also among first-year students, greater percentages of female students expected to work part-time or leave their jobs temporarily while raising their children. Compared with first-year male students, first-year female students expected to undertake larger portions of the childcare and housework burden than their partners. However, gender differences in work-life balance and childcare leave vanished in the sixth-year students. Conclusions Female medical students accepted childcare and housework burdens as inevitable; the work environment they choose might affect their career development. While support from male partners and institutions must be increased, voluntary actions and change in mentality of female students need to be promoted through medical education to prevent them from waiting passively for the situation to change. PMID:28501830

Views of Japanese medical students on the work-life balance of female physicians.

PubMed

Takahashi, Keiko; Nin, Tomoni; Akano, Megumi; Hasuike, Yukiko; Iijima, Hiroko; Suzuki, Keiichirou

2017-05-11

To survey medical students on their ideas of future work-life balance and discuss topics for next-generation medical education. First-year (n=372, 34.9% female) and sixth-year medical students (n=311, 44.1% female) responded to a questionnaire on future self, marriage and childcare, and gender differences at the workplace. Responses were compared between academic years and gender. Responses were evaluated by gender and academic year using the Mann-Whitney U test.  Significance was set at p<0.01. The first-year and sixth-year students, regardless of gender, had different views on gender-related favorable treatment at workplaces {U=13464, p=0.000 (first-year), U=10407, p=0.000 (sixth-year)}. A greater percentage of female students would choose career options based on the possibility of marriage and childbirth {U=10689, p=0.000 (first-year), U=10930, p=0.000 (sixth-year)}. Among first-year students, a greater percentage of female students expected to work part-time. Also among first-year students, greater percentages of female students expected to work part-time or leave their jobs temporarily while raising their children. Compared with first-year male students, first-year female students expected to undertake larger portions of the childcare and housework burden than their partners. However, gender differences in work-life balance and childcare leave vanished in the sixth-year students. Female medical students accepted childcare and housework burdens as inevitable; the work environment they choose might affect their career development. While support from male partners and institutions must be increased, voluntary actions and change in mentality of female students need to be promoted through medical education to prevent them from waiting passively for the situation to change.

Student perspectives on their recent dental outreach placement experiences.

PubMed

Smith, M; Lennon, M A; Brook, A H; Ritucci, L; Robinson, P G

2006-05-01

Dental schools are developing new curricula, with outreach placements enhancing the hospital-based training. To assess the students' experience of outreach as one component of determining the value and feasibility of outreach placements. Six-week block placements for 10 undergraduates and 3 weeks for 11 hygiene and hygiene and therapy students in existing primary care clinics, in areas of need, to work supervised by local dentists. Semi-structured interviews with 20 students by staff independent of the course team. Interviews were audio-recorded, transcribed and content analysed before being verified by a second observer. Findings were triangulated against a peer-run focus group and students' clinical records. Students were very positive about their experience and the potential role of outreach training in dental education. They described: gaining greater experience of new types of patients and their communities; learning from broader clinical experience, alternative approaches and practicing or observing dentistry in different settings; the benefits of team working; and, acquiring a more holistic and pragmatic view of health care. Many students reported gaining greater confidence, wider awareness of potential careers in dentistry and a greater sense of realism in their experience. Some reflected on their own training needs. Students also discussed the importance of preparation for the placements and the merits of different styles of supervision. Dental outreach training can provide students with valuable learning experience in a range of areas. It requires careful management to ensure those experiences match individuals' needs and the programme's purposes.

Student engagement in mathematics: Development of instrument and validation of construct

NASA Astrophysics Data System (ADS)

Kong, Qi-Ping; Wong, Ngai-Ying; Lam, Chi-Chung

2003-05-01

Universal education has aggravated the problems of students' disengagement in learning, highlighting in particular, a greater range of motivations to learn and wider diversification in students' interests. Students' engagement with curriculum has become a crucial element in classroom learning. How we cultivate their involvement in the curriculum may be seen as being far more important than the epistemological consideration in the design of the school curriculum. Though aspects of behavioural, affective and cognitive engagements have been revealed in literature, we are still in need of a validated instrument that measures student engagement for further research. In the present study, an instrument of student engagement in the subject area of mathematics was developed through grounded research. Its validity was established by statistical methods

Identifying the Factors Leading to Success: How an Innovative Science Curriculum Cultivates Student Motivation

NASA Astrophysics Data System (ADS)

Scogin, Stephen C.

2016-06-01

PlantingScience is an award-winning program recognized for its innovation and use of computer-supported scientist mentoring. Science learners work on inquiry-based experiments in their classrooms and communicate asynchronously with practicing plant scientist-mentors about the projects. The purpose of this study was to identify specific factors contributing to the program's effectiveness in engaging students. Using multiple data sources, grounded theory (Strauss and Corbin in Basics of qualitative research. Sage, Newbury Park, 1990) was used to develop a conceptual model identifying the central phenomenon, causal conditions, intervening conditions, strategies, contexts, and student outcomes of the project. Student motivation was determined to be the central phenomenon explaining the success of the program, with student empowerment, online mentor interaction, and authenticity of the scientific experiences serving as causal conditions. Teachers contributed to student motivation by giving students more freedom, challenging students to take projects deeper, encouraging, and scaffolding. Scientists contributed to student motivation by providing explanations, asking questions, encouraging, and offering themselves as partners in the inquiry process. Several positive student outcomes of the program were uncovered and included increased positivity, greater willingness to take projects deeper, better understanding of scientific concepts, and greater commitments to collaboration. The findings of this study provide relevant information on how to develop curriculum, use technology, and train practitioners and mentors to utilize strategies and actions that improve learners' motivation to engage in authentic science in the classroom.

Examining Student Identification with the Alumni Organization at a 4-Year Commuter Campus

ERIC Educational Resources Information Center

Newbold, John J.; Mehta, Sanjay S.; Forbus, Patricia R.

2010-01-01

Past research has identified several institutional and individual antecedents that lead to greater intent to support an organization. This paper takes an organizational identification approach in developing an Alumni Relationship Model (ARM) that can be used by universities to generate greater support for their Alumni services activities. This…

Teachers' modeling advantage and their modeling effects on college students' learning styles and occupational stereotypes: a case of collaborative teaching in technical courses.

PubMed

Chiou, Wen-Bin; Yang, Chao-Chin

2006-01-01

In this study, modeling advantage that depicts the likelihood of a teacher model being imitated by students over other competing models in a particular class was developed to differentiate the rival modeling of two kinds of teachers (the technical teachers vs. the lecturing teachers) between college students' learning styles and occupational stereotypes in the collaborative teaching of technical courses. Results of a one-semester longitudinal study indicated that the students perceived a greater modeling advantage of the technical teachers than that of the lecturing teachers. Both the students' learning styles and occupational stereotypes were in accordance with those teachers as their role models. In general, the impact of the teachers' learning styles and occupational stereotypes on students appeared to be mediated by the teachers' modeling advantage. Administrators and curriculum designers should pay attention to the fact that the technical teachers appeared to exhibit greater modeling effects than the lecturing teachers in collaborative teaching.

Final results of the Space Exposed Experiment Developed for Students (SEEDS) P-0004-2

NASA Technical Reports Server (NTRS)

Grigsby, Doris K.

1992-01-01

Space Exposed Experiment Developed for Students (SEEDS), resulted in the distribution of over 132,000 SEED kits in 1990. The kits contained Rutger's tomato seeds that had flown on the Long Duration Exposure Facility (LDEF) as well as seeds that had been stored in a climate controlled warehouse for the same period of time. Students compared germination and growth rate characteristics of the two seeds groups and returned data to NASA for analysis. The scientific information gained was valuable as students shared the excitement of taking part in a national project. Of greater importance was the subsequent interest generated in science education.

Metacognitive Monitoring and Academic Performance in College

ERIC Educational Resources Information Center

Wagener, Bastien

2016-01-01

In French universities, only one out of two students is successful in his/her first year. The drastic changes in the organization of work and the greater emphasis put on self-regulated learning (relying on metacognition) can largely explain these low success rates. In this regard, techniques have been developed to help students improve monitoring…

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…

Scaffolding Learner Autonomy in Online University Courses

ERIC Educational Resources Information Center

Ribbe, Elisa; Bezanilla, María José

2013-01-01

This paper deals with the question in what ways teachers and course designers can support the development and exertion of learner autonomy among online university students. It advocates that a greater attention to learner autonomy could help more students to complete their course successfully and thus contribute the decrease of the high dropout…

An Inquiry-Based Exercise for Demonstrating Prey Preference in Snakes

ERIC Educational Resources Information Center

Place, Aaron J.; Abramson, Charles I.

2006-01-01

The recent promotion of inquiry-based learning techniques (Uno, 1990) is well suited to the use of animals in the classroom. Working with living organisms directly engages students and stimulates them to actively participate in the learning process. Students develop a greater appreciation for living things, the natural world, and their impact on…

The Shopping Mall High School. Winners and Losers in the Educational Marketplace.

ERIC Educational Resources Information Center

Powell, Arthur G.; And Others

1985-01-01

High schools seek to maximize student holding power providing something for everybody. This shopping mall concept produces schools in which variety, choice, and neutrality are counterproductive for some individuals. To counteract this effect schools need to take risks through greater commitment to individual student development and to higher…

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…

Advancing Teacher Education and Curriculum Development through Study Abroad Programs

ERIC Educational Resources Information Center

Rhodes, Joan A., Ed.; Milby, Tammy M., Ed.

2016-01-01

The number of English language students in American schools has dramatically increased in recent years, creating a greater awareness of cross-cultural issues and considerations in education. Globalization as well as an increase in international exchange student programs has proven that pre-service teachers can benefit from traveling abroad and…

Cambodian students’ prior knowledge of projectile motion

NASA Astrophysics Data System (ADS)

Piten, S.; Rakkapao, S.; Prasitpong, S.

2017-09-01

Students always bring intuitive ideas about physics into classes, which can impact what they learn and how successful they are. To examine what Cambodian students think about projectile motion, we have developed seven open-ended questions and applied into grade 11 students before (N=124) and after (N=131) conventional classes. Results revealed several consistent misconceptions, for instance, many students believed that the direction of a velocity vector of a projectile follows the curved path at every position. They also thought the direction of an acceleration (or a force) follows the direction of motion. Observed by a pilot sitting on the plane, the falling object, dropped from a plane moving at a constant initial horizontal speed, would travel backward and land after the point of its release. The greater angle of the launched projectile creates the greater horizontal range. The hand force imparted with the ball leads the ball goes straight to hit the target. The acceleration direction points from the higher position to lower position. The misconceptions will be used as primary resources to develop instructional instruments to promote Cambodian students’ understanding of projectile motion in the following work.

Collaborative testing as a learning strategy in nursing education.

PubMed

Sandahl, Sheryl S

2010-01-01

A primary goal of nursing education is to prepare nurses to work collaboratively as members of interprofessional health care teams on behalf of patients. Collaborative testing is a collaborative learning strategy used to foster knowledge development, critical thinking in decision making, and group processing skills. This study incorporated a quasi-experimental design with a comparison group to examine the effect of collaborative testing as a learning strategy on student learning and retention of course content as well as group process skills and student perceptions of their learning and anxiety. The setting was a baccalaureate nursing program; the sample consisted of two groups of senior students enrolled in Medical-Surgical Nursing II. Student learning, as measured by unit examination scores, was greater for students taking examinations collaboratively compared to individually. Retention of course content, as measured by final examination scores, was not greater for students taking examinations collaboratively compared to individually. Student perceptions were overwhelmingly positive, with students reporting increased learning as a result of the collaborative testing experiences. Despite the lack of data to support increased retention, collaborative testing may be a learning strategy worth implementing in nursing education. Students reported more positive interactions and collaboration with their peers, skills required by the professional nurse.

Self-Regulation in the Learning Process: Actions through Self-Assessment Activities with Brazilian Students

ERIC Educational Resources Information Center

Punhagui, Giovana Chimentão; de Souza, Nadia Aparecida

2013-01-01

Learning a foreign language is, among other factors, based on the perception of one's own development and on undertaking strategies for greater communicative competence, which are founded in autonomous procedures that span the necessity for greater responsibility. As learning a language demands constant study, even after the school period--when…

Something has shifted: Nursing students' global perspective following international clinical placements.

PubMed

Gower, Shelley; Duggan, Ravani; Dantas, Jaya A R; Boldy, Duncan

2017-10-01

To examine understandings of global health issues among nursing students following participation in an international clinical placement during their pre-registration university education. Universities use international clinical placements, especially in developing countries, to develop cultural awareness in students; however, little is known about the longer term influences on students' understandings of global nursing. A retrospective cross-sectional design was used, using an exploratory, descriptive qualitative approach. Individual semi-structured interviews were conducted in 2014 with a purposive sample of 25 pre-registration nursing students from four Western Australian universities who undertook clinical placements across five countries. Data were analysed using inductive thematic analysis. Findings highlight that students developed new understandings around health systems including fragility of resource access, differences in clinical practice and variances in nursing roles between settings. Students also experienced challenges but were able to appreciate alternative world viewpoints. International clinical placements can develop greater awareness and help students form realistic strategies for using their nursing skills globally. Pre-placement training in cultural awareness and health system realities, along with strong supervisory support, is critical to success. © 2017 John Wiley & Sons Ltd.

Learning environment: the impact of clerkship location on instructional quality.

PubMed

Prunuske, Jacob P; Deci, David M

2013-03-01

Students provide variable feedback on instructional quality at ambulatory training sites. We hypothesized several strengths and weaknesses of placing students at resident and non-resident training sites, including differences in faculty behaviors, patient characteristics, work environment, learning opportunities, and levels of student engagement. We systematically assessed for differences in learning quality between clerkship sites with and without residents. Students completed the MedED IQ, a validated survey assessing four domains of instructional quality, after completing a required primary care rotation. We calculated descriptive and summary statistics and two sample tests of proportion analyzing student agreement with each MedEd IQ item with respect to the presence or absence of resident learners. Of 149 total, 113 (75.8%) students completed the MedEd IQ site survey. A greater percentage of students at resident training sites (25.8%) than at non-resident sites (7.3%) agreed with the statement "The opportunities were too diverse, preventing me from developing proficiency." A greater percentage of students at resident training sites (19.4%) than at non-resident sites (1.2%) agreed with the statement "The health care team was not supportive of my learning." There were no differences between sites with or without residents on 14 items measuring preceptor actions or seven items measuring student involvement. Ambulatory clerkship sites with and without residents provide comparable quality learning experiences and precepting. Students placed at resident training sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non-resident sites. Future research should evaluate the impact of health care team development programs designed to foster a more supportive training environment for medical students. Ways of aligning residency and medical student education goals within the training setting should be explored.

Innovating undergraduate pathology education through public engagement.

PubMed

Mukundu Nagesh, Navin; Chiva Giurca, Bogdan; Lishman, Suzy

2018-05-01

The trends in modern undergraduate medical education focus on a patient-centred approach through problem-based learning over the traditional modular curriculum. Integrating pathology into this style of learning has resulted in the dilution of core scientific principles which may have contributed to reduced understanding and interest in the subject. We aim to innovate pathology education by utilising National Pathology Week which is organised by the Royal College of Pathologists to develop the public engagement model which empowers students to learn pathology by teaching the public. Through this model, we hope to generate a greater interest in pathology at both undergraduate and postgraduate stages of education. We obtained funding from the Royal College of Pathologists to organise National Pathology Week at Exeter Medical School and the Royal Devon & Exeter Hospital. We involved 125 undergraduate student volunteers from health-related courses. We designed a curriculum aiming to educate both students and public on current topics such as cancer screening programmes, antibiotic resistance, diagnosis of inflammatory bowel disease and the role of pathologists. We hosted 15 pathologists, biomedical scientists and microbiologists to engage with students, share experiences and offer an insight into their careers. Through this project, we interacted with over 500 members of the public and 150 school students. The medical student volunteers developed a range of skills including competent use of microscopes to visualise pathology slides, effective communication with lay audiences to teach pathology and understanding of the clinical application of pathology. We believe the public engagement model of teaching undergraduate students has the potential to develop a greater interest in pathology whilst benefitting the wider community.

Redesigning a Large-Enrollment Introductory Biology Course

PubMed Central

Ueckert, Catherine; Adams, Alison; Lock, Judith

2011-01-01

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

Developing Teacher Oral Competency Framework for Secondary School Teachers: Moving towards Meaningful Teaching of English Language

ERIC Educational Resources Information Center

Yusof, Fahainis Mohd.; Karim, Hamida Bee Bi Abdul

2011-01-01

The secondary school English curriculum in Malaysia advocates that English could provide greater opportunities for students to improve their knowledge and skills in cross cultural settings. Additionally, they will be able to interact with students from other countries and improve their proficiency in English. Given the increasing importance of…

PROGRAM FOR CHILDREN WITH HIGH ACHIEVEMENT POTENTIAL.

ERIC Educational Resources Information Center

Duarte Unified School District, CA.

THE DUARTE UNIFIED SCHOOL DISTRICT OFFERS SPECIAL OPPORTUNITIES TO DEVELOP GREATER SELF-DIRECTION, CONFIDENCE, PERSONAL RESPONSIBILITY, AND A DEGREE OF SKILL IN ALL AREAS OF THE CURRICULUM RELATIVE TO THE STUDENTS' ABILITIES. THE SELECTION OF STUDENTS SHOULD BE BASED ON AN INDIVIDUAL TEST, A SCORE AT OR ABOVE THE 98TH PERCENTILE ON A GROUP TEST OF…

Strategic Escapes: Negotiating Motivations of Personal Growth and Instrumental Benefits in the Decision to Study Abroad

ERIC Educational Resources Information Center

Trower, Holly; Lehmann, Wolfgang

2017-01-01

Studying abroad is one way in which university students can develop personal capital and distinguish themselves in an increasingly congested graduate labour market. Data show that studying abroad indeed provides employment benefits, with evidence pointing to even greater positive effects for students from low socio-economic status backgrounds.…

The Poor/Working-Class College Students' Challenges and Resiliency Factors Scale: Developing the P/W-CRF

ERIC Educational Resources Information Center

Reed, Rebecca

2017-01-01

Social class encompasses the preferences, lifestyles, and behaviors of people in various social class groups in conjunction with the structural privileges that accompany certain social locations (Smith, 2010). Class-privileged college students typically come to campus with greater amounts of cultural capital (Bourdieu, 1980) that afford them the…

Pipeline Development: Cultivating Teacher Leaders. [Federal Policy Platform Series. Brief 2

ERIC Educational Resources Information Center

New Leaders, 2014

2014-01-01

Accounting for a quarter of a school's impact on student achievement, principals are the leverage point for education reform and the primary drivers of school improvement. School leaders have a greater influence on all students than teachers and are the best long-term investment in effective teaching at scale. Like all professionals, teachers,…

Developing University and Community Partnerships: A Critical Piece of Successful Service Learning

ERIC Educational Resources Information Center

McDonald, James; Dominguez, Lynn A.

2015-01-01

The partnership between science and the environment in service-learning projects helps students to make greater connections to the world around them. Service learning provides many benefits to students, faculty, and communities within the context of a college course. However, to prevent frustration, it is important for faculty members to make a…

The Unexamined Student Is Not Worth Teaching: Preparation, the Zone of Proximal Development, and the Socratic Model of Scaffolded Learning

ERIC Educational Resources Information Center

Colter, Robert; Ulatowski, Joseph

2017-01-01

"Scaffolded learning" describes a cluster of instructional techniques designed to move students from a novice position toward greater understanding, such that they become independent learners. Our Socratic Model of Scaffolded Learning ("SMSL") includes two phases not normally included in discussions of scaffolded learning, the…

The Exploration of New York City High School Students' Global Literacy

ERIC Educational Resources Information Center

Hsu, Hui-Yin; Wang, Shiang-Kwei

2010-01-01

Purpose: When facing greater demands in the international job market and the innovative development and use of technologies, the youth needs a new set of skills and attitudes to succeed in an increasing well-educated global workforce. It is essential that educators prepare high school students' global literacy. In this paper, the authors survey…

Psychological Growth, Cosmopolitanism, and Selection of Students for Cross-Cultural Educational Programs. Occasional Papers on Undergraduate Study Abroad.

ERIC Educational Resources Information Center

McEvoy, Theodore L.

It is suggested that greater attention be given to psychological development assessment in the selection of students for cross-cultural exchange programs. To date little effort has been made to evaluate such program objectives as: (1) fostering international understanding, and (2) attainment of educational experiences not available domestically.…

Concept of a Communication Career Development Program for the Individual College Student.

ERIC Educational Resources Information Center

Lindsey, Helon M.

There is an increasing need for better counseling programs at colleges and universities in order to meet their educational objectives in preparing students for future careers. This need can be met through greater planning, placing more emphasis on the career program early in the academic program, and research on current employment trends which…

Comparison of reading-writing patterns and performance of students with and without reading difficulties.

PubMed

Fidalgo, Raquel; Torrance, Mark; Arias-Gundín, Olga; Martínez-Cocó, Begoña

2014-01-01

This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. 548 students typically developing and 54 students with learning difficulties for reading (grades 5 to 8, ages 11 to 14) read and summarized a text using the triple task technique and then they did a comprehension questionnaire. Attention was paid to the various activities undertaken during this task, their cognitive cost, and the organization of reading and writing activities throughout the exercise, together with performance through evaluation of the summary and the reading comprehension questionnaire. There were no significant differences in performance or strategies used for the task between students of primary and secondary education. A linear reading-writing process was mostly employed by both, with greater cost and time needed by primary students. Students with reading difficulties did not show any strategies compensating for the greater difficulty and cognitive cost that the task represents for them. The effective and strategic use of summarizing as a learning tool seems to demand a specific training for students with or without reading difficulties.

Development, Implementation, and Evaluation of Active Lions: A Campaign to Promote Active Travel to a University Campus.

PubMed

Bopp, Melissa; Sims, Dangaia; Matthews, Stephen A; Rovniak, Liza S; Poole, Erika; Colgan, Joanna

2018-03-01

To outline the development, implementation, and evaluation of a multistrategy intervention to promote active transportation, on a large university campus. Single group pilot study. A large university in the Northeastern United States. University students (n = 563), faculty and staff (employees, n = 999) were included in the study. The Active Lions campaign aimed to increase active transportation to campus for all students and employees. The campaign targeted active transport participation through the development of a smartphone application and the implementation of supporting social marketing and social media components. Component-specific measures included app user statistics, social media engagement, and reach of social marketing strategies. Overall evaluation included cross-sectional online surveys preintervention and postintervention of student and employee travel patterns and campaign awareness. Number of active trips to campus were summed, and the percentage of trips as active was calculated. T tests compared the differences in outcomes from preintervention to postintervention. Students had a higher percentage of active trips postintervention (64.2%) than preintervention (49.2%; t = 3.32, P = .001), although there were no differences for employees (7.9% and 8.91%). Greater awareness of Active Lions was associated with greater active travel. This multistrategy approach to increase active transportation on a college campus provided insight on the process of developing and implementing a campaign with the potential for impacting health behaviors among campus members.

An International Comparison of Female and Male Students' Attitudes to the Use of Animals

PubMed Central

Phillips, Clive; Izmirli, Serdar; Aldavood, Javid; Alonso, Marta; Choe, Bi; Hanlon, Alison; Handziska, Anastasija; Illmann, Gudrun; Keeling, Linda; Kennedy, Mark; Lee, Gwi; Lund, Vonne; Mejdell, Cecilie; Pelagic, Veselinas; Rehn, Therese

2011-01-01

Simple Summary We surveyed university students in 11 Eurasian countries for their attitudes to animals, using an internet-based questionnaire to which 1,902 female and 1,530 male student responded from 102 universities. Across countries female students had greater concern for animal welfare and rights than males, but especially so in more gender empowered countries. One contributing factor appeared to be the greater association of females than males with pets, and a possible outcome was greater female avoidance of meat consumption, especially red meat. Abstract Previous research has demonstrated that in households where the male partner is more dominant, there is convergence in male and female attitudes towards animals, whereas if the female partner is empowered they exhibit greater empathy towards animals than the male partner. We tested this theory of ‘female empowered empathy’ internationally in a survey of female and male students' attitudes towards use of animals, conducted in 11 Eurasian countries: China, Czech Republic, Great Britain, Iran, Ireland, South Korea, Macedonia, Norway, Serbia, Spain and Sweden. Gender empowerment was estimated for each country using the Gender Empowerment Measure designed by the United Nations. The survey was administered via the internet in universities within countries, and 1,902 female and 1,530 male student responses from 102 universities were received. Respondents rated the acceptability of 43 major concerns about human use of animals, and the importance of 13 world social issues, including animal protection, environmental protection and sustainable development. Females had greater concern for animal welfare and rights than males. There was a positive correlation between the Gender Empowerment Measure and the ratio of female to male concern for animal welfare and rights, but not for other world issues. Thus in countries where females were more empowered, principally Sweden, Norway and Great Britain, females had much greater concern than males for animal issues, whereas in other countries the responses of males and females were more similar. Across countries female students were more likely to avoid meat and less likely to avoid eggs, milk and seafood than male students, and were more likely to have kept pets than males. Females rated cats as more sentient than males did. The results demonstrate that females have greater concern for animal welfare and rights than males, and that this is more likely to be expressed in countries where females are relatively empowered, suggesting that ‘emancipated female empathy’ operates across countries as well as at a local level. PMID:26486211

College Campus Community Readiness to Address Intimate Partner Violence Among LGBTQ+ Young Adults: A Conceptual and Empirical Examination.

PubMed

Edwards, Katie M; Littleton, Heather L; Sylaska, Kateryna M; Crossman, Annie L; Craig, Meghan

2016-09-01

This paper provides an overview of a conceptual model that integrates theories of social ecology, minority stress, and community readiness to better understand risk for and outcomes of intimate partner violence (IPV) among LGBTQ+ college students. Additionally, online survey data was collected from a sample of 202 LGBTQ+ students enrolled in 119 colleges across the United States to provide preliminary data on some aspects of the proposed model. Results suggested that students generally thought their campuses were low in readiness to address IPV; that is, students felt that their campuses could do more to address IPV and provide IPV services specific to LGBTQ+ college students. Perceptions of greater campus readiness to address IPV among LGBTQ+ college students was significantly and positively related to a more favorable LGBTQ+ campus climate and a greater sense of campus community. Additionally, IPV victims were more likely to perceive higher levels of campus community readiness than non-IPV victims. There was no association between IPV perpetration and perceptions of campus community readiness. Greater sense of community was marginally and inversely related to IPV victimization and perpetration. Sense of community and LGBTQ+ campus climate also varied to some extent as a function of region of the country and type of institution. Implications for further development and refinement of the conceptual model, as well as future research applying this model to better understand IPV among sexual minority students are discussed. © Society for Community Research and Action 2016.

Evaluation of the clinical supervision and professional development of student nurses.

PubMed

Severinsson, Elisabeth; Sand, Ase

2010-09-01

The aim of the present study was to evaluate the clinical supervision and professional development of student nurses during their undergraduate education. Nursing education has undergone radical changes as a result of improvements in the academic-based clinical education required for the Bachelor's degree. The sample consisted of student nurses (n = 147) and data were collected by means of questionnaires. The results demonstrated that the frequency of sessions and the supervision model employed influence the student nurses' professional development. Several significant correlations were found, most of which were related to the development of the student nurses' professional relationships with their supervisors and reflection on the development of their skills. From the patients' perspective, a high correlation was found between the factors 'preserving integrity' and 'protecting participation by patients and family members'. Clinical supervision strongly influences the student nurses' development of a professional identity, enhancing decision-making ability and personal growth. However, development of documentation skills should include a greater level of user involvement. The findings highlight the need for management and staff nurses to engage in on-going professional development. Transformative leadership, which is value driven, can facilitate and enhance the supervision and development of student nurses. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Attitudes towards anorexia nervosa: volitional stigma differences in a sample of pre-clinical medicine and psychology students.

PubMed

Bannatyne, Amy Jean; Stapleton, Peta Berenice

2017-10-01

Anorexia nervosa (AN) is a highly stigmatised condition, with treatment often involving multidisciplinary care. As such, understanding and comparing the attitudes of emerging mental health and medical professionals towards AN, within the content of sex-based differences, is pertinent to facilitate the development of targeted stigma interventions. Examine the volitional stigmatisation of AN in emerging medical and mental health professionals. Participants (N = 126) were medical (n = 41) and psychology students (n = 85) who completed a range of attitudinal outcome measures (e.g. Causal Attributions Scale, Eating Disorder Stigma Scale, Opinions Scale, Characteristics Scale and Affective Reaction Scale). Across both disciplines, men were found to exhibit significantly higher eating disorder (ED) stigma, considered AN to be a more trivial and weak illness, and attributed greater levels of blame and responsibility to AN sufferers. Men also had significantly lower biogenetic causal attributions. Compared with psychology students, medicine students exhibited slightly greater anticipation of negative reactions in response to AN, obtained higher selfish/vain scores and considered sociocultural factors to contribute "a lot" in the development and maintenance of AN. Overall, results indicate interventions aimed at improving ED mental health literacy are needed, specifically targeting males and potentially medical students.

Development of a transferable student engagement and knowledge retention framework for the earth sciences

NASA Astrophysics Data System (ADS)

Palsole, Sunay Vasant

The earth sciences play an important role in engaging students in science and in science, technology, engineering and mathematics (STEM) disciplines, because of the integrative nature of the disciplines. It then becomes important for us to provide an engaging experience for students taking earth science courses, because it serves a dual purpose of possibly increasing new majors in the discipline and helping to create a science literate population. Given that a majority of students in the larger introductory courses are non-majors, it behooves us to explore alternative engagement techniques and measure their efficacy in student engagement, which in turn can help inform instructional design for advanced geoscience courses. This study focused on creating a highly engaging course using inquiry based learning scenarios inter-spread throughout the semester along with heuristic quizzes (a series of questions in a specific sequence that map to a process) with very specific feedback that help students understand the development of the earth processes. Along with the heuristic quizzes, the course was transformed into an active learning based hybrid course, where the didactic content was uploaded and made available to the students using a learning management system and class time was spent working on application exercises that were developed by me. I chose specific scenarios and processes that the students could possibly encounter in the greater El Paso region to provide a local and situational aspect to the exercises. The course and instructional design process followed a period of 18 months with each semester providing data to jigsaw into the final design. Student performance data, both qualitative (self efficacy, self reported engagement ) as well as quantitative scales (performance on assessments, course grades) was collected over the entire development period. Comparative data of the hybrid course and a traditional course indicate improved student performance in the active learning course over the traditional course. The data also indicate that the students had greater content retention 8 week after the course had ended in the hybrid course over the traditional course. The study then presents a nascent model for the design of earth science courses.

The librarian's role in an enrichment program for high school students interested in the health professions.

PubMed

Rossini, Beverly; Burnham, Judy; Wright, Andrea

2013-01-01

Librarians from the University of South Alabama Biomedical Library partnered to participate in a program that targets minority students interested in health care with instruction in information literacy. Librarians participate in the summer enrichment programs designed to encourage minority students to enter health care professions by enhancing their preparation. The curriculum developed by the Biomedical Library librarians is focused on developing information searching skills. Students indicated that the library segment helped them in their library research efforts and helped them make more effective use of available resources. Librarians involved report a sense of self-satisfaction as the program allows them to contribute to promoting greater diversity in health care professions. Participating in the summer enrichment program has been beneficial to the students and librarians.

Developing research competencies through a project-based tissue-engineering module in the biomedical engineering undergraduate curriculum.

PubMed

Wallen, M; Pandit, A

2009-05-01

In addressing the task of developing an undergraduate module in the field of tissue engineering, the greatest challenge lies in managing to capture what is a growing and rapidly changing field. Acknowledging the call for the development of greater critical thinking and interpersonal skills among the next generation of engineers as well as encouraging students to engage actively with the dynamic nature of research in the field, the module was developed to include both project-based and cooperative-learning experiences. These learning activities include developing hypotheses for the application of newly introduced laboratory procedures, a collaborative mock grant submission, and debates on ethical issues in which students are assigned roles as various stakeholders. Feedback from module evaluations has indicated that, while students find the expectations challenging, they are able to gain an advanced insight into a dynamic field. More importantly, students develop research competencies by engaging in activities that require them to link current research directions with their own development of hypotheses for future tissue-engineering applications.

Exploring Student and Scientist Experiences in a Novice-Expert Partnership

NASA Astrophysics Data System (ADS)

Bowman, C. D.

2007-12-01

The creation of student-scientist partnership (SSP) programs is one response to the call for greater attention to scientific literacy and science inquiry in schools (COSEPUP, 2006; NRC, 1996; NSTA, 2004). SSPs engage students in authentic scientific investigations as they work alongside scientist mentors engaged in research. The scholarly literature suggests outcomes and benefits to participants in terms of enhanced content learning, as well as gains related to motivation and self-efficacy (Abraham, 2002; Lawless and Rock, 1998; Ledley, Haddad, Lockwood, and Brooks, 2003; Markowitz, 2004; Means, 1998, p. 98; Richmond, 1998). Continuing development of and research into these programs is slow, however, in part because SSPs are resource-intensive (requiring access to scientists and laboratories) and difficult to scale up, creating a perception that they are limited in their application. To begin to reach the goal of scaling up, it is necessary to develop a deep understanding of how each aspect of SSPs contributes to student motivation and learning. To this end, this study provides an in-depth analysis of interviews with the student and scientist members of mentoring dyads that participated in NASA's Athena Student Interns Program associated with the Mars Exploration Rover missions. Crafting a picture of how these students and scientists experienced working closely in a science mentoring dyad contributes to the growing body of work focused on understanding the nature, benefits, and challenges of SSPs and provides potential lessons for SSP practitioners. Considering the participants' insights in the context of career and psychosocial mentoring highlights the complex nature of student-scientist relationships and points to the need to address and encourage both types of mentoring in SSPs in order to foster the most successful partnerships. Such knowledge takes an important step toward informing the development of programs that may introduce greater numbers of students to scientific careers and research, while providing similar benefits as those conferred through small-scale student-scientist collaborations.

A Model Secondary/Postsecondary Program to Prepare Students for Employment in High Technology Occupations. Final Report.

ERIC Educational Resources Information Center

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

The Leander Independent School District in Austin, Texas, undertook a project to (1) research the training needs for high-technology occupations in the Greater Austin area, (2) develop a statewide model of an articulated 2 + 2 program to prepare students for careers as technicians, and (3) implement the articulated 2 + 2 program with Austin…

Toward a Greater Understanding: Utilizing Book Discussions to Effectively Engage Students in the Exploration of Women and Leadership Issues

ERIC Educational Resources Information Center

Scott, Heather Inez Ricks

2016-01-01

This article examines the use of a book discussion as an instructional tool for developing leadership competency skills in female university students. A book discussion centered on Sheryl Sandberg's book "Lean In" was held as a means to conceptualize discourse regarding leadership issues in the arena of women and leadership in a…

COVER It: A Comprehensive Framework for Guiding Students through Ethical Dilemmas

ERIC Educational Resources Information Center

Mitchell, Jennifer M.; Yordy, Eric D.

2010-01-01

This article describes a model that aims to create a greater ability to recognize the negative aspects of making unethical decisions. To this end, the authors developed an ethical decision-making model to aid students through the process of analyzing these situations--a model that is easy to remember and apply. Through this model, the COVER model,…

The Impact of Financial Aid on Student College Access and Success: The San Antonio Experience

ERIC Educational Resources Information Center

Perez, Eyra A.; Ortiz, Noé C.

2014-01-01

The success of the financial aid initiative is founded on the premise that the truest impact occurs when the greater community owns and develops solutions to issues that impede student progress. Co-authored by two community leaders, Noé Ortiz and Eyra Pérez, the San Antonio experience demonstrates how a community can partner across different…

Health Education in Practice. Taking the Quilt to the Classroom: A Lesson about the Names Project AIDS Memorial Quilt.

ERIC Educational Resources Information Center

Voss, Victoria; Frauenknecht, Marianne

1996-01-01

Presents ideas for a lesson that allows elementary and secondary students to experience an iconic representation of the Names Project AIDS Memorial Quilt in the classroom. By visualizing the quilt exhibit through pictures of individual panels, students can develop a greater appreciation of the human toll taken by the AIDS epidemic. (SM)

Africa: Into Reality. An Integrated Unit Plan in Social and Natural Science.

ERIC Educational Resources Information Center

Hedley, Charlee

This unit is intended to dispel misconceptions students may have about Africa and its people, and to help students to develop a greater appreciation of that land and its people. The unit focuses upon the physical aspects of Africa and the customs, religion, and attitudes of its people. Ten lessons are included: (1) The continent of Africa; (2) The…

Promoting interprofessional learning with medical students in home care settings.

PubMed

Solomon, Patricia; Risdon, Cathy

2011-01-01

The home care setting is ideal for medical students to learn about the importance of interprofessional collaboration in the community. This project examined the impact of a unique program designed to facilitate medical students' knowledge and awareness of the challenges of interprofessional care in the home. In pairs, medical students participated in two community visits with preceptors from different professions. Students completed a structured personal reflection after their first visit. Students and preceptors participated in focus groups or interviews to identify strengths and challenges of the experiences. The structured reflections and the focus group and interview transcripts were analyzed qualitatively. 164 medical students and 36 preceptors participated in 326 visits. There were high ratings of satisfaction from students and preceptors. Students developed unexpected insights into peoples' lives, developed a greater understanding of the patient's perspective and determinants of health, learned about others' scope of practice, and developed an appreciation of the limitations of their own scope of practice. Preceptors had high expectations for student performance and engagement and enjoyed the opportunity to impart their knowledge to future physicians. Although organizationally complex, the program evaluation suggestions that students and preceptors benefit from interprofessional experiences in the home.

Reflections on Religious Nationalism, Conflict and Schooling in Developing Democracies: India and Israel in Comparative Perspective

ERIC Educational Resources Information Center

Antal, Carrie

2008-01-01

This article explores the relationship between the propagation of religious nationalist citizenship discourses in classrooms and inter-religious conflict in the context of two developing democracies, India and Israel. The author concludes that students schooled in religious nationalist ideology in developing nations are at greater risk of…

"An adjective is a word hanging down from a noun": learning to write and students with learning disabilities.

PubMed

Harris, Karen R; Graham, Steve

2013-04-01

By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.

An international perspective on interest in a general surgery career among final-year medical students.

PubMed

Are, Chandrakanth; Stoddard, Hugh A; Prete, Francesco; Tianqiang, Song; Northam, Lindsay M; Chan, Sharon; Lee, Janet; Jani, Pankaj; Protic, Mladjan; Venkateshwarulu, S; Sarela, Abeezar; Thompson, Jon S

2011-09-01

The level of interest in general surgery among US seniors has been declining; however, it may be perceived as a more attractive career outside the United States. A survey was developed and distributed to students at medical schools in 8 countries. Results were analyzed to determine whether interest in general surgery was related to sex of the respondent or economic standing of the country. We noted differences in the level of interest in general surgery, ranging from 8% in Italy to 58% in India. As in the United States, there was a difference in the level of interest between sexes, with a male preponderance. Students from economically less developed countries expressed a greater interest in general surgery compared with students from countries with high development. Our study suggested the level of interest for general surgery may depend on the sex and the location of the student. Further comparison studies may suggest means to stimulate student interest in the field. Copyright © 2011 Elsevier Inc. All rights reserved.

Leadership Unit Added to FCS Intro Course

ERIC Educational Resources Information Center

Walker, Jane

2006-01-01

Many undergraduate students entering family and consumer sciences (FCS) will become leaders in the profession and may have limited opportunity for formal education in leadership development. Would these budding leaders develop skills faster or move into leadership roles with greater confidence and enthusiasm if they began their undergraduate…

Attributing Success Factors of Senior-Level Nonacademic Deans or Title Equivalent at Selected Colleges and Universities in the Greater Los Angeles Area

ERIC Educational Resources Information Center

Gravagne, Michael D.

2013-01-01

Purpose: To determine attributing success factors in the professional development of senior-level nonacademic deans or title equivalent at selected colleges and universities in the greater Los Angeles area. Methodology. An open-ended questionnaire was sent out to 17 senior-level student affairs officers (SSAOs) or title equivalent at selected…

Understanding Social Skill Deficits of Mainstreamed Learning Disabled Students and Specialized Strategies Teachers Can Use To Foster Greater Social Acceptance.

ERIC Educational Resources Information Center

Polirstok, Susan Rovet

Utilizing specialized classroom strategies to foster greater social acceptance of mainstreamed learning disabled students may be more efficient than having school personnel constantly involved in resolving student-to-student conflicts and assuaging hurt student feelings. Learning disabled students assigned to mainstream classes often present…

Developing students' qualitative muscles in an introductory methods course.

PubMed

SmithBattle, Lee

2014-08-30

The exponential growth of qualitative research (QR) has coincided with methodological innovations, the proliferation of qualitative textbooks and journals, and the greater availability of qualitative methods courses. In spite of these advances, the pedagogy for teaching qualitative methods has received little attention. This paper provides a philosophical foundation for teaching QR with active learning strategies and shows how active learning is fully integrated into a one-semester course. The course initiates students into qualitative dispositions and skills as students develop study aims and procedures; enter the field to gather data; analyze the full set of student-generated data; and write results in a final report. Conducting a study in one semester is challenging but has proven feasible and disabuses students of the view that QR is simple, unscientific, or non-rigorous. Student reflections on course assignments are integrated into the paper. The strengths and limitations of this pedagogical approach are also described.

An examination of college student wellness: A research and liberal arts perspective

PubMed Central

Baldwin, Debora R; Towler, Kerry; Oliver, Michael D; Datta, Subimal

2017-01-01

Promoting wellness within academia reduces disease frequency and enhances overall health. This study examined wellness factors among undergraduate students attending a research university (n = 85) or a small liberal arts college (n = 126). Participants were administered surveys which measured physical, emotional, social, intellectual, and occupational wellness. Significant institutional differences emerged on measures of physical and social wellness. When collapsed across academic institutions, students who were gainfully employed reported greater self-efficacy compared with unemployed students. Gender differences emerged on measures of physical and social well-being. Our findings support the need for targeted interventions that facilitate enhanced college student development and well-being. PMID:29379611

An examination of college student wellness: A research and liberal arts perspective.

PubMed

Baldwin, Debora R; Towler, Kerry; Oliver, Michael D; Datta, Subimal

2017-01-01

Promoting wellness within academia reduces disease frequency and enhances overall health. This study examined wellness factors among undergraduate students attending a research university ( n  = 85) or a small liberal arts college ( n  = 126). Participants were administered surveys which measured physical, emotional, social, intellectual , and occupational wellness. Significant institutional differences emerged on measures of physical and social wellness. When collapsed across academic institutions, students who were gainfully employed reported greater self-efficacy compared with unemployed students. Gender differences emerged on measures of physical and social well-being. Our findings support the need for targeted interventions that facilitate enhanced college student development and well-being.

Building Fluency through the Phrased Text Lesson

ERIC Educational Resources Information Center

Rasinski, Timothy; Yildirim, Kasim; Nageldinger, James

2012-01-01

This Teaching Tip article explores the importance of phrasing while reading. It also presents an instructional intervention strategy for helping students develop greater proficiency in reading with phrases that reflect the meaning of the text.

Competencies for Community College Leaders

ERIC Educational Resources Information Center

American Association of Community Colleges, 2006

2006-01-01

The development and availability of well-prepared leaders is vital to the continued success of community colleges and their students. Throughout its history, the American Association of Community Colleges (AACC) has made proactive leadership development a central focus of its mission. Now, that focus takes on even greater urgency as the level of…

A New Project-Based Lab for Undergraduate Environmental and Analytical Chemistry

ERIC Educational Resources Information Center

Adami, Gianpiero

2006-01-01

A new project-based lab was developed for third year undergraduate chemistry students based on real world applications. The experience suggests that the total analytical procedure (TAP) project offers a stimulating alternative for delivering science skills and developing a greater interest for analytical chemistry and environmental sciences and…

Generating Automated Text Complexity Classifications That Are Aligned with Targeted Text Complexity Standards. Research Report. ETS RR-10-28

ERIC Educational Resources Information Center

Sheehan, Kathleen M.; Kostin, Irene; Futagi, Yoko; Flor, Michael

2010-01-01

The Common Core Standards call for students to be exposed to a much greater level of text complexity than has been the norm in schools for the past 40 years. Textbook publishers, teachers, and assessment developers are being asked to refocus materials and methods to ensure that students are challenged to read texts at steadily increasing…

Sociological Support for the Job Placement of Students and Graduates of Higher Educational Institutions: The Experience of the Moscow Institute of Aviation and Technology (MATI)

ERIC Educational Resources Information Center

Bolotin, I. S.; Basalai, S. I.; Pugach, V. F.; Mikhailov, A. A.

2013-01-01

The weak connection between Russia's system of higher education and the labor market in Russia requires that greater attention be paid to preparing students for successful, employment. This will require more careful research into best practices, and the development of more effective links between employers and educational institutions.

Using GIS (Geographic Information Systems) to Analyze Public School Bullying: A Statewide Survey of 587,128 Students

ERIC Educational Resources Information Center

Stonier, Francis; Teed, Kenneth; Westine, Carl

2017-01-01

The use of surveys and GIS mapping allows one to more readily examine spatial relationships that may occur. Greater attention may be paid to understanding these clusters and develop better individualized interventions. The purpose of this study was to evaluate the bullying in a population of nearly 600,000 students who represent a population of…

Peer Mentoring at the Universidad Europea de Madrid: An Educational Strategy for the Development of General and Specific Competences

ERIC Educational Resources Information Center

Velasco Quintana, Paloma J.; Benito Capa, Agueda

2011-01-01

The current educational model for the European Higher Education Area (EHEA), demands a greater involvement on the behalf of students in all aspects of their education. In this respect, peer mentorship not only provides effective orientation for newly admitted students, a key element of quality in education, but also the active participation of…

Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project

ERIC Educational Resources Information Center

Kane, Thomas J., Ed.; Kerr, Kerri A., Ed.; Pianta, Robert C., Ed.

2014-01-01

What is effective teaching? It is not enough to say "I know it when I see it"--not when we are expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET)…

A Comparison of Field-Dependence Cognitive Styles of Professionals in Purchasing and Consumer Service and Secondary Marketing Education Students, with Implications for Workforce Development.

ERIC Educational Resources Information Center

Fritz, Robert L.; Stewart, Barbara; Norwood, Marcella

2002-01-01

The field-dependent cognitive styles of 44 professionals in customer service occupations provided a benchmark to interpret data for 239 secondary marketing education students. Results suggest that males have greater access to analytic traits such as restructuring skill, problem-solving interest, and skill with abstractions. (Contains 38…

A Profile of Early 21st Century Teachers of Northwest Ohio: The Relationship between Teachers' Technology Integration and Leadership Practices

ERIC Educational Resources Information Center

Rathsack, Carrie

2012-01-01

In 2010, U.S. Secretary of Education, Arne Duncan, encapsulated the national concern and immediate need for educational change in order to prepare our students for the 21st century by stating, "The urgency to improve our children's schools has never been greater." Therefore, in order to develop students with the skills and knowledge…

Title: The Impact of 2006-2012 CReSIS Summer Research Programs that Influence Student's Choice of a STEM Related Major in College Authors: Dr. Darnell Johnson Djohnson@mail.ecsu.edu Elizabeth City State University, Elizabeth City, North Carolina 27909 Dr. Linda Hayden Haydenl@mindspring.com Elizabeth City State University, Elizabeth City, North Carolina, 27909

NASA Astrophysics Data System (ADS)

Johnson, D.

2013-12-01

Abstract: Researchers, policymakers, business, and industry have indicated that the United States will experience a future shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this impending shortage, one of which includes increasing the representation of females and minorities in the STEM fields. In order to increase the representation of underrepresented students in the STEM fields, it is important to understand the motivational factors that impact underrepresented students' interest in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). In this paper, the mathematics research team examined the role of practical research experience during the summer for talented minority secondary students studying in STEM fields. An undergraduate research mathematics team focused on the link between summer research and the choice of an undergraduate discipline. A Chi Square Statistical Test was used to examine Likert Scale results on the attitude of students participating in the 2006-2012 Center for Remote Sensing of Ice Sheets (CReSIS) Summer Research Programs for secondary students. This research was performed at Elizabeth City State University located in northeastern North Carolina about the factors that impact underrepresented students' choices of STEM related majors in college. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of underrepresented students. Index Terms: Science, Technology, Engineering, and Mathematics (STEM), Underrepresented students

Teachers' perceptions of value and effects of outdoor education during an age of accountability

NASA Astrophysics Data System (ADS)

Schmitt, Thomas R.

The purpose of this study was to gain an understanding of teachers' perceptions of the value and effects of a residential Outdoor Education experience during an age of accountability, which was defined as the era which commenced with the passage of the No Child Left Behind Act of 2001. Focus group interviews were conducted with four groups of teachers who participated in a residential Outdoor Education experience with their students during the 2004-2005 school year. The major findings of this study were: (1) Teachers perceive value in the OE experience because of the multi-faceted effects upon their students and classes; (2) Teachers perceived the OE experience positively affected their students' learning through providing hands-on and authentic experiences, development of thinking skills, and enhancing the school's curriculum; (3) Teachers perceived the OE experience positively affected their students' social and emotional development as evidenced by an increase in self esteem, independence, maturity, personal responsibility, and an expanded worldview; (4) Teachers perceived the OE experience positively affected their students' sense of community as evidenced by an increase in team building and cohesiveness, more productive staff-student relationships, the emergence of different "star" students, and greater inclusion of special needs students; (5) Teachers perceived students' appreciation of the environment increased; and (6) Teachers did not perceive any imminent changes to their school's Outdoor Education programming due to the accountability provisions of No Child Left behind (2001). This study's findings suggested implications for school administrators, which were that they should: articulate desired effects to stakeholders; communicate connections to learning standards; and expand the OE experience to foster greater environmental issue focus.

How American and Chinese Journalism Students Prioritize Values: A Comparative Approach

ERIC Educational Resources Information Center

Yang, Jin; Arant, David

2016-01-01

This study found that Chinese journalism students and American journalism students are more different than similar in their value systems. Overall, American students give greater weight to social-interaction values and self-improvement values, and Chinese students give greater importance to morality-oriented values and competency-oriented values.…

International education and reflection: transition of Swedish and American nursing students to authenticity.

PubMed

Lepp, Margret; Zorn, CeCelia R; Duffy, Patricia R; Dickson, Rana J

2003-01-01

Reflection, a process grounded in distancing from the self to enhance self-awareness, can be used as a pedagogic activity to promote students' transition to a greater authenticity and professionalism and, therefore, improve patient care and nursing practice. In this international educational project (implemented in 2001) using interactive videoconferencing technology (IVC), Swedish and U.S. nursing students and faculty incorporated reflective journaling, drama in education, photolanguage, and off-air meeting discussions to enhance personal and professional development. Highlights from the literature, a description of the project, and student and faculty appraisals are presented.

Perceived and Personal Mental Health Stigma in Latino and African American College Students

PubMed Central

DeFreitas, Stacie Craft; Crone, Travis; DeLeon, Martha; Ajayi, Anna

2018-01-01

Mental health stigma occurs when people have negative thoughts and beliefs of those with mental health illnesses or mental health treatment. Mental health stigma is related to an assortment of negative outcomes including discrimination in housing and employment, reduced usage of mental health services, and poor mental health outcomes. These implications may be particularly salient for ethnic minorities such as African Americans and Latinos who already suffer from other types of discrimination. This study examines perceived and personal mental health stigma in African American and Latino college students from a nontraditional university to help elucidate factors related to the development of mental health stigma. Students completed surveys concerning their stigma beliefs. African American students were found to have higher rates of mental health stigma than Latino students. Furthermore, anxiety about those with mental illness was related to greater mental health stigma for both groups. For African Americans, it was found that their perception of their ability to visibly identify those with mental illness was related to greater mental health stigma. These findings suggest that interventions to reduce mental health stigma in college students should target specific ethnic minority groups and focus on issues that are particularly salient to those communities. PMID:29536000

Perceived and Personal Mental Health Stigma in Latino and African American College Students.

PubMed

DeFreitas, Stacie Craft; Crone, Travis; DeLeon, Martha; Ajayi, Anna

2018-01-01

Mental health stigma occurs when people have negative thoughts and beliefs of those with mental health illnesses or mental health treatment. Mental health stigma is related to an assortment of negative outcomes including discrimination in housing and employment, reduced usage of mental health services, and poor mental health outcomes. These implications may be particularly salient for ethnic minorities such as African Americans and Latinos who already suffer from other types of discrimination. This study examines perceived and personal mental health stigma in African American and Latino college students from a nontraditional university to help elucidate factors related to the development of mental health stigma. Students completed surveys concerning their stigma beliefs. African American students were found to have higher rates of mental health stigma than Latino students. Furthermore, anxiety about those with mental illness was related to greater mental health stigma for both groups. For African Americans, it was found that their perception of their ability to visibly identify those with mental illness was related to greater mental health stigma. These findings suggest that interventions to reduce mental health stigma in college students should target specific ethnic minority groups and focus on issues that are particularly salient to those communities.

Medical school curriculum characteristics associated with intentions and frequency of tobacco dependence treatment among 3rd year U.S. medical students

PubMed Central

Hayes, Rashelle B.; Geller, Alan C.; Crawford, Sybil L.; Jolicoeur, Denise; Churchill, Linda C.; Okuyemi, Kola; David, Sean P.; Adams, Michael; Waugh, Jonathan; Allen, Sharon S.; Leone, Frank T.; Fauver, Randy; Leung, Katherine; Liu, Qin; Ockene, Judith K.

2015-01-01

Objective Physicians play a critical role in addressing tobacco dependence, yet report limited training. Tobacco dependence treatment curricula for medical students could improve performance in this area. This study identified student and medical school tobacco treatment curricula characteristics associated with intentions and use of the 5As for tobacco treatment among 3rd year U.S. medical students. Methods Third year medical students (N=1065, 49.3% male) from 10 U.S. medical schools completed a survey in 2009-2010 assessing student characteristics, including demographics, tobacco treatment knowledge, and self-efficacy. Tobacco curricula characteristics assessed included amount and type of classroom instruction, frequency of tobacco treatment observation, instruction, and perception of preceptors as role models. Results Greater tobacco treatment knowledge, self-efficacy, and curriculum-specific variables were associated with 5A intentions, while younger age, tobacco treatment self-efficacy, intentions, and each curriculum-specific variable was associated with greater 5A behaviors. When controlling for important student variables, greater frequency of receiving 5A instruction (OR = 1.07; 95%CI 1.01-1.12) and perception of preceptors as excellent role models in tobacco treatment (OR = 1.35; 95%CI 1.04-1.75) were significant curriculum predictors of 5A intentions. Greater 5A instruction (B = .06 (.03); p< .05) and observation of tobacco treatment (B= .35 (.02); p< .001) were significant curriculum predictors of greater 5A behaviors. Conclusions Greater exposure to tobacco treatment teaching during medical school is associated with both greater intentions to use and practice tobacco 5As. Clerkship preceptors, or those physicians who provide training to medical students, may be particularly influential when they personally model and instruct students in tobacco dependence treatment. PMID:25572623

Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity.

PubMed

Wang, Xin-Qiang; Zhu, Jun-Cheng; Liu, Lu; Chen, Xiang-Yu

2017-01-01

Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky's social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity.

Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity

PubMed Central

Wang, Xin-qiang; Zhu, Jun-cheng; Liu, Lu; Chen, Xiang-yu

2017-01-01

Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky’s social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity. PMID:28555123

Art as a scaffolding teaching strategy in baccalaureate nursing education.

PubMed

Hydo, Sharon K; Marcyjanik, Diane L; Zorn, CeCelia R; Hooper, Nicole M

2007-01-01

Although the use of art in nursing education is well highlighted, most of the literature is anecdotal or focuses on development of a reflective nursing practice with clients. In this study, art was used as a scaffold to infuse liberal nursing education by helping baccalaureate nursing students (n = 91) create a personal expression of nursing and move toward greater self-awareness. Scaffolding is a metaphor for supporting learners as they develop higher levels of thinking. Using naturalistic inquiry to analyze students' written responses in a course activity, four themes emerged from the data: art and creativity, teamwork, boundaries and horizons within self, and boundaries and horizons in the profession. Student's individual expressions of art served as the "calling forth" of processes that opened the door to each student's personal expression.

Enabling student placement through strategic partnerships between a health-care organization and tertiary institutions.

PubMed

Henderson, Amanda; Heel, Alison; Twentyman, Michelle

2007-01-01

Nursing management needs to demonstrate its commitment to clinical education for undergraduate nursing students. The vision for the nursing leadership and management team at Princess Alexandra Hospital is to guide and support the development of hospital clinicians, at all levels in the organization, to effectively facilitate undergraduate students' learning during their clinical practical experiences. This paper examines the evolution of the meaning, commitment and practices that have been intrinsic to the development of strategic partnerships between the health-care organization and tertiary institutions to ensure that hospital staff who consistently facilitate student learning in the clinical context are well supported. The partnerships are based on open channels of communication between the health-care organization and the tertiary institutions whereby each party identifies its needs and priorities. This has resulted in increased hospital staff satisfaction through greater involvement by them in the placements of students, and enhanced understanding of clinicians of the student placement process that has contributed to improved satisfaction and outcomes for the students.

An evaluation of an abstinence-only sex education curriculum: an 18-month follow-up.

PubMed

Denny, George; Young, Michael

2006-10-01

The article examines the results from an 18-month follow-up evaluation of an abstinence education curriculum series. Participants were students from 15 school districts recruited to participate in the project. The intervention was the Sex Can Wait curriculum series, consisting of upper elementary, middle school, and high school components. The 5-week curriculum was implemented by teachers who had participated in a special teacher training workshop. Both intervention and comparison students were surveyed before and after the curriculum intervention and at 18-month follow-up. Results indicated short-term effects as follows. Upper elementary intervention students indicated higher level of knowledge, more hopefulness for the future, and greater self-efficacy than did the comparison group. Middle school intervention students did not differ from comparison students. High school intervention students reported lower participation rates than the comparison group students in sexual intercourse (ever and last month), a more positive attitude toward abstinence and a greater intent to remain abstinent. Long-term (18 month) benefits were noted as follows: upper elementary intervention students had greater knowledge and were less likely than comparison students to report participation in sexual intercourse in the last month. Middle school intervention students were less likely than comparison students to report participation in sexual intercourse ever and sexual intercourse in the last month. High school intervention students evidenced greater knowledge and greater intent to remain abstinent than did comparison students. Results indicate that the program did have some positive benefits that should be considered by those interested in abstinence education programming.

Why Do Primary School Students Drop out in Poor, Rural China? A Portrait Sketched in a Remote Mountain Village

ERIC Educational Resources Information Center

Chung, Carol; Mason, Mark

2012-01-01

In this paper we consider why students in poor and rural regions of China are dropping out of school in numbers that may be greater than official statistics admit. With questions about education quality among the most intractable in Education for All initiatives across the developing world, we sketch a portrait of education in a remote mountain…

Normative feedback for parents of college students: piloting a parent based intervention to correct misperceptions of students' alcohol use and other parents' approval of drinking.

PubMed

Labrie, Joseph W; Napper, Lucy E; Hummer, Justin F

2014-01-01

Multi-component parent-based interventions (PBIs) provide a promising avenue for targeting alcohol use and related consequences in college students. Parents of college-aged children can have a significant influence on their children's alcohol use decisions. However, parents tend to underestimate their own child's alcohol use and overestimate other similar parents' approval of student drinking. These misperceptions could have important implications for parents' own attitudes and alcohol-related communication with their student. Targeting these misperceptions through normative feedback could help promote greater and more in-depth alcohol-related communication. The present study examines the potential efficacy of web-based alcohol-related normative feedback for parents of college students. A sample of 144 parents of college students received web-based normative feedback about students' alcohol use and approval, as well as other same-college parents' alcohol approval. Parents completed measures of perceived student alcohol use, student alcohol approval, other-parent alcohol approval, and intentions to discuss alcohol use both pre- and post-normative feedback. Post-feedback, parents reported stronger intentions to talk to their student about alcohol, were less confident in their knowledge of their students' alcohol use, and believed that their student drank in greater quantity and more frequently than pre-feedback. Parents also perceived other parents to be less approving of alcohol use after viewing normative feedback. These findings provide preliminary support for the use of web-based normative feedback for parents of college students. Given these promising results, further research developing and testing this approach merits attention. © 2013.

Development of a structured undergraduate research experience: Framework and implications.

PubMed

Brown, Anne M; Lewis, Stephanie N; Bevan, David R

2016-09-10

Participating in undergraduate research can be a pivotal experience for students in life science disciplines. Development of critical thinking skills, in addition to conveying scientific ideas in oral and written formats, is essential to ensuring that students develop a greater understanding of basic scientific knowledge and the research process. Modernizing the current life sciences research environment to accommodate the growing demand by students for experiential learning is needed. By developing and implementing a structured, theory-based approach to undergraduate research in the life sciences, specifically biochemistry, it has been successfully shown that more students can be provided with a high-quality, high-impact research experience. The structure of this approach allowed students to develop novel, independent projects in a computational molecular modeling lab. Students engaged in an experience in which career goals, problem-solving skills, time management skills, and independence in a research lab were developed. After experiencing this approach to undergraduate research, students reported feeling challenged to think critically and prepared for future career paths. The approach allowed for a progressive learning environment where more undergraduate students could participate in publishable research. Future areas for development include implementation in a bench-top lab and extension to disciplines beyond biochemistry. In this study, it has been shown that utilizing the structured approach to undergraduate research could allow for more students to experience undergraduate research and develop into more confident, independent life scientists well prepared for graduate schools and professional research environments. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(5):463-474, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

The Esther Madriz Diversity Scholars: A Case Study of Critical Consciousness Development within a Living-Learning Community

ERIC Educational Resources Information Center

Sears, Stephanie D.; Tu, Dawn Lee

2017-01-01

Living-Learning Communities (LLCs) develop and strengthen students' persistence by providing a greater sense of community, opportunities for co-curricular activities, and socially engaging and academically supportive peer environments (Shapiro & Levine, 1999). While researchers have affirmed the rationale, impact, and efficacy of LLCs, very…

Critical Capability Pedagogies and University Education

ERIC Educational Resources Information Center

Walker, Melanie

2010-01-01

The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to…

Unit: Little Boxes, Inspection Set, National Trial Print.

ERIC Educational Resources Information Center

Australian Science Education Project, Toorak, Victoria.

The core portion of this unit prepared for students in grades seven and eight of Australian secondary schools aims to develop a greater awareness of the nature and function of housing. The historical development of housing styles and materials in Australia and elsewhere is studied from photographs, and simple investigations are suggested to…

Valuing the Environment, K-6.

ERIC Educational Resources Information Center

Charlotte-Mecklenburg Public Schools, Charlotte, NC.

This guide was developed for use in grades K-6 as an enrichment program based on clarifying values. The program, designed by teachers, aims to develop in the student a greater awareness and understanding of the community, themselves, and the earth. The program includes a number of environmental encounters. Topical themes lead teachers and students…

Gaming Geography: Educational Games and Literacy Development in the Grade 4 Classroom

ERIC Educational Resources Information Center

Lotherington, Heather; Ronda, Natalia Sinitskaya

2009-01-01

This paper outlines a case study conducted in two public schools in the greater Toronto area as a complementary component of a multisite experimental study exploring educational game development as a learning activity for motivating and engaging students in curriculum-related literacy activities (Owston et al., 2007). Researchers studied children…

Relationship quality and student engagement

NASA Astrophysics Data System (ADS)

Culver, Jennifer

The purpose of this study was to examine the qualities of support, relatedness, and negative interaction within parent-child and teacher-student relationships and their association with cognitive, psychological, and behavioral engagement. Additionally, this study explored the contributions of cognitive and psychological engagement on behavioral engagement. The role of gender, grade, and ethnicity on relationship quality and engagement was also considered. Participants (n=311) were students in grades three through five from a suburban school district in southeastern Michigan. Perceptions of teacher-student relationship quality varied by grade level. In general, younger students reported greater teacher support and relatedness in comparison to older students. Conversely, older students perceived greater conflict within the teacher-student relationship. Student engagement also varied by grade level, with younger students reporting greater engagement than older students. Ethnicity also contributed to variance in student engagement, with African American students reporting significantly more engagement than Caucasian or Multiracial students. Teacher-student relationship quality was a significant predictor of student engagement, even after controlling for student characteristics and parent-child relationship variables. Results of path analysis revealed that cognitive and psychological engagement contributed significantly to behavioral engagement.

Learning Experience and Socio-Cultural Influences on Female Engineering Students' Perspectives on Engineering Courses and Careers

ERIC Educational Resources Information Center

Balakrishnan, Balamuralithara; Low, Foon Siang

2016-01-01

As developed and developing countries move towards greater technological development in the 21st century, the need for engineers has increased substantially. Japan is facing the dilemma of insufficient engineers; therefore, the country has to rely on foreign workers. This problem may be resolved if there is a continuous effort to increase the…

Short-term effects of a rights-based sexuality education curriculum for high-school students: a cluster-randomized trial.

PubMed

Constantine, Norman A; Jerman, Petra; Berglas, Nancy F; Angulo-Olaiz, Francisca; Chou, Chih-Ping; Rohrbach, Louise A

2015-03-26

An emerging model for sexuality education is the rights-based approach, which unifies discussions of sexuality, gender norms, and sexual rights to promote the healthy sexual development of adolescents. A rigorous evaluation of a rights-based intervention for a broad population of adolescents in the U.S. has not previously been published. This paper evaluates the immediate effects of the Sexuality Education Initiative (SEI) on hypothesized psychosocial determinants of sexual behavior. A cluster-randomized trial was conducted with ninth-grade students at 10 high schools in Los Angeles. Classrooms at each school were randomized to receive either a rights-based curriculum or basic sex education (control) curriculum. Surveys were completed by 1,750 students (N = 934 intervention, N = 816 control) at pretest and immediate posttest. Multilevel regression models examined the short-term effects of the intervention on nine psychosocial outcomes, which were hypothesized to be mediators of students' sexual behaviors. Compared with students who received the control curriculum, students receiving the rights-based curriculum demonstrated significantly greater knowledge about sexual health and sexual health services, more positive attitudes about sexual relationship rights, greater communication about sex and relationships with parents, and greater self-efficacy to manage risky situations at immediate posttest. There were no significant differences between the two groups for two outcomes, communication with sexual partners and intentions to use condoms. Participation in the rights-based classroom curriculum resulted in positive, statistically significant effects on seven of nine psychosocial outcomes, relative to a basic sex education curriculum. Longer-term effects on students' sexual behaviors will be tested in subsequent analyses. ClinicalTrials.gov NCT02009046.

Eating disorders in ballet dancing students: problems and risk factors.

PubMed

Toro, Josep; Guerrero, Marta; Sentis, Joan; Castro, Josefina; Puértolas, Carles

2009-01-01

To study the prevalence of symptoms of eating disorders and risk eating behaviours and the relationship between life at a dance school and the risk of developing an eating disorder (ED) in an adolescent population of Spanish dance students. Questionnaires were used to assess attitudes to eating, cultural influences on the body shape model, eating disorders (DSM-IV) and risk factors for eating disorders in 76 adolescent dance students (age 12-17 years) at the Barcelona Theatre Institute. Subjects were compared with a community sample of 453 female adolescents. To study the relationship between ED and characteristics of this particular school, an original questionnaire was administered to 105 students at the school aged from 12 to 21 years. The prevalence of eating disorders and several risk attitudes and behaviours were similar in the dance students and the female adolescents from the general population. Students at risk of eating disorders perceived greater pressure from coaches concerning eating, appearance, weight and artistic performance; they felt less satisfied with their weight and weighed themselves more often; they avoided performing so as not to exhibit their body in public, disliked comparing their body with their peers and believed that audiences paid a great deal of attention to their bodies. In contrast, Body Mass Index (BMI) had hardly any influence on these experiences. Depressive symptoms were associated almost exclusively with experience of stressors and aversive situations. Dance school students do not necessarily present a greater risk of ED than other girls of the same age. The risk of ED may be associated with greater pressure from coaches, with attitudes related to the ED itself, or with depressive symptoms, rather than with the BMI.

An Elective Course in Cultural Competence for Healthcare Professionals

PubMed Central

Evans, Emily

2006-01-01

Objectives To develop and assess a cultural competence elective course used to increase students’ levels of awareness, acceptance, and understanding of the role of culture on healthcare perceptions. Design Classroom and at-home assignments were designed, small group discussions were conducted, and guest speakers were recruited to allow students to explore different viewpoints about other cultures. Assessment Student performance was assessed based on assignments and participation in class discussions. Student satisfaction with the course was assessed using a standard course evaluation form. Conclusion Participation in the course resulted in greater student understanding of cultural issues facing healthcare providers and in students feeling more capable of integrating cultural factors into patient care. PMID:17136176

Sexual health information seeking on the Internet: comparisons between White and African American college students.

PubMed

Fogel, Joshua; Fajiram, Sandra; Morgan, Phyllis D

2010-01-01

College students are often interested in information about sexual health topics. A study of 149 college students and their use of the Internet for sexual health information was conducted. The study findings indicated that African American college students, as compared to White college students, and women, as compared to men, had greater odds for searching on the Internet for birth control information. Among male college students, a higher internal locus of control was associated with lower odds for looking at birth control information on the Internet. Nurses and healthcare providers working in college settings can use these findings to develop strategies for identifying those who are more likely to reference the Internet to obtain birth control and sexual health information.

Attitudes toward the physical examination: a comparison of U.S. and Dominican medical students.

PubMed

Fagan, Mark J; Lucero, Monica L; Wu, Edward H; Diaz, Joseph A; Reinert, Steven E

2006-01-01

Little information exists regarding whether medical students learning in relatively resource-scarce countries develop greater confidence in their physical examination skills or whether, compared to U.S. medical students, they have more positive attitudes regarding the utility of the physical examination. To compare U.S. And Dominican medical students' attitudes toward the physical examination. We surveyed final-year students at 1 medical school in the United States and 1 in the Dominican Republic regarding self-confidence in and perceived utility of the physical examination. Using 5-point Likert-type scales with response choices ranging from 1 (not at all confident) to 5 (very confident) and 1 (not at all useful) to 5 (very useful), respondents reported their attitudes toward the physical examination overall and toward 14 specific physical examination skills. The survey response rate was 117/164 (71%). Students at the Dominican school, compared to students at the U.S. school, reported significantly greater confidence in their overall physical examination skill (mean response 4.27 vs. 3.79, respectively, p < .001) and more positive views about the utility of the physical examination overall for providing diagnostically useful information (mean response 4.78 vs. 4.42, respectively, p < .001). Results for the specific skills also showed more positive attitudes in the students from the Dominican medical school. Students at a Dominican medical school reported more positive attitudes toward the physical examination than students at a U.S. medical school.

High School Students' Attitudes Towards Spiders: A cross-cultural comparison

NASA Astrophysics Data System (ADS)

Prokop, Pavol; Tolarovičová, Andrea; Camerik, Anne M.; Peterková, Viera

2010-08-01

Spiders are traditionally considered to be among the least popular of animals. Current evidence suggests that a negative attitude towards spiders could be influenced by both cultural and evolutionary pressures. Some researchers suggest that science education activities could positively influence students' perceptions of spiders. Their evidence is, however, ambivalent. Using a five-point score Likert-type questionnaire in which the items were developed in a similar way to four of Kellert's categories of attitude (scientistic, negativistic, naturalistic, and ecologistic) towards invertebrates, we compared the level of knowledge of and attitudes towards spiders of high school students from two countries, Slovakia (n = 354) and South Africa (n = 382). The students represented different cultures and followed dissimilar science education curricula. Only among the Slovakian students there was a statistically significant but low correlation between knowledge and attitude (r = 0.30). The South African students scored higher in the categories of scientistic, naturalistic, and ecologistic attitudes. Comparison of attitude towards spiders of indigenous Africans from coeducational Catholic schools revealed that South African students have greater fear of spiders than Slovakian students, supporting the biological preparedness hypothesis. This hypothesis predicts a greater fear of spiders in South Africa than in Europe since several South African spiders possess venoms that are dangerous to humans. The results of this study are discussed from science education, cultural, and evolutionary perspectives.

A vascular disease educational program in the preclinical years of medical school increases student interest in vascular disease.

PubMed

Godshall, Christopher J; Moore, Phillip S; Fleming, Shawn H; Andrews, Jeanette S; Hansen, Kimberley J; Hoyle, John R; Edwards, Matthew S

2010-09-01

New training paradigms in vascular surgery necessitate medical student interest in vascular disease. We examined the effects of incorporation of a vascular disease educational program during the second year of the medical school curriculum on student acquisition of knowledge and interest in the treatment of vascular disease. We developed and administered a new educational program on vascular disease and delivered the program to all second-year medical students. The new program encompassed 9 didactic hours, including 7 traditional lecture hours and 2 hours of problem-based learning. After completing the program, students were surveyed regarding vascular disease-specific knowledge, interest in treating vascular disease, and career choices. Third-year students who were not exposed to the program were surveyed as a control group. We recorded the voluntary student enrollment in the vascular and endovascular surgery rotation during the following academic year. Voluntary enrollment of the students exposed to the vascular disease education program was compared with enrollment for the previous 8 years. Before the introduction of the new educational program, 946 total lecture hours were delivered to first- and second-year medical students, comprising 490 hours (52%) given by nonsurgeon physicians, 445 (47%) by nonphysicians, and 11 (1%) by surgeons. Survey response rate was 93% (112 of 121) for second-year students and 95% (39 of 41) for third-year students. After the vascular disease program, second-year students answered 7.1 +/- 1.4 of 9 vascular disease questions correctly, whereas unexposed third-year students answered 7.2 +/- 1.7 questions correctly (P = .96). Most second-year medical students described a "somewhat" or "much greater" interest in the medical (63%), procedural (59%), and overall (63%) management of vascular disease after exposure to the program. Most also had a "somewhat" or "much greater" interest in a vascular medicine (64%) or vascular and endovascular surgery (60%) rotation. Enrollment in the vascular surgery third-year clerkship increased significantly to a mean of 3.0 students/month from 1.16 students/month in the prior year (P = .0032, postintervention year vs 8 prior years). A vascular disease educational program administered to second-year medical students increases interest in vascular disease and interest in further training. The increased interest translates to greater student enrollment in the vascular surgery clerkship in the subsequent academic year.

Immigrant Students’ Emotional and Cognitive Engagement at School: A Multilevel Analysis of Students in 41 countries

PubMed Central

Chiu, Ming Ming; Pong, Suet-ling; Mori, Izumi; Chow, Bonnie Wing-Yin

2014-01-01

Central to student learning and academic success, the school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. Analysis of questionnaire responses of 276,165 fifteen-year-olds (50 % female) and their 10,789 school principals in 41 countries showed that school engagement has distinct, weakly-linked cognitive and emotional components. Native students had weaker attitudes toward school (cognitive engagement) but greater sense of belonging at school (emotional engagement) than immigrant students or students who spoke a foreign language at home. Students with better teacher–student relationships, teacher support or a classroom disciplinary climate often had a greater sense of belonging at school and had better attitudes toward school than other students. While immigrant students often have solid attitudes toward school, teachers can help them feel a greater sense of belonging at school. PMID:22484548

Improving student achievement through daily activities and assessments in Introduction to Physics

NASA Astrophysics Data System (ADS)

Coppins, Kelly Ann

The combination of a hands-on approach to science with the accountability of daily assessments provides a greater opportunity for students who traditionally receive below-average grades to be successful in science classes. The addition of competitive elements and real world applications plays to their strengths as kinesthetic learners without sacrificing the rigor required to meet graduation standards. Further, daily assessment allows students to develop test-taking skills they will need for the standardized tests used by the state and for college admission. Finally, the combination of daily feedback and daily accountability prevents a struggling student from slipping through the cracks.

Using Electronic Messaging to Improve the Quality of Instruction.

ERIC Educational Resources Information Center

Zack, Michael H.

1995-01-01

Qualitative and quantitative data from business students using electronic mail and computer conferencing showed these methods enabled the instructor to be more accessible and responsive; greater class cohesion developed, and perceived quality of the course and instructor effectiveness increased. (SK)

Student pharmacists' perceptions of community pharmacy residency programs.

PubMed

Datar, Manasi V; Holmes, Erin R; Adams, Alex J; Stolpe, Samuel F

2013-01-01

To compare penultimate-year (next-to-last) and final-year student pharmacists' perceptions of the educational value of community pharmacy residency programs (CPRPs) and to compare student pharmacists' perceptions of the educational value of CPRPs and health-system residency programs (HSRPs). A self-administered online survey was sent to administrators at 119 Accreditation Council for Pharmacy Education-accredited schools of pharmacy for ultimate distribution to penultimate- and final-year student pharmacists. The survey included demographic measures and a 20-item residency program "perceived value of skill development" scale developed for this study. 1,722 completed surveys were received and analyzed. Penultimate-year students attributed greater value to CPRPs more frequently than final-year students. Students more often attributed higher value to CPRPs for skills related to business management, practice management, and medication therapy management, while they attributed higher value to HSRPs for skills related to teaching, research, and clinical knowledge. The results of this study suggest students' perceived value of CPRPs may be related to their year of pharmacy school and the pharmacy practice skill in question.

Development and evaluation of a risk communication curriculum for medical students.

PubMed

Han, Paul K J; Joekes, Katherine; Elwyn, Glyn; Mazor, Kathleen M; Thomson, Richard; Sedgwick, Philip; Ibison, Judith; Wong, John B

2014-01-01

To develop, pilot, and evaluate a curriculum for teaching clinical risk communication skills to medical students. A new experience-based curriculum, "Risk Talk," was developed and piloted over a 1-year period among students at Tufts University School of Medicine. An experimental study of 2nd-year students exposed vs. unexposed to the curriculum was conducted to evaluate the curriculum's efficacy. Primary outcome measures were students' objective (observed) and subjective (self-reported) risk communication competence; the latter was assessed using an Observed Structured Clinical Examination (OSCE) employing new measures. Twenty-eight 2nd-year students completed the curriculum, and exhibited significantly greater (p<.001) objective and subjective risk communication competence than a convenience sample of 24 unexposed students. New observational measures of objective competence in risk communication showed promising evidence of reliability and validity. The curriculum was resource-intensive. The new experience-based clinical risk communication curriculum was efficacious, although resource-intensive. More work is needed to develop the feasibility of curriculum delivery, and to improve the measurement of competence in clinical risk communication. Risk communication is an important advanced communication skill, and the Risk Talk curriculum provides a model educational intervention and new assessment tools to guide future efforts to teach and evaluate this skill. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Virtual patient care: an interprofessional education approach for physician assistant, physical therapy and occupational therapy students.

PubMed

Shoemaker, Michael J; Platko, Christina M; Cleghorn, Susan M; Booth, Andrew

2014-07-01

The purpose of this retrospective qualitative case report is to describe how a case-based, virtual patient interprofessional education (IPE) simulation activity was utilized to achieve physician assistant (PA), physical therapy (PT) and occupational therapy (OT) student IPE learning outcomes. Following completion of a virtual patient case, 30 PA, 46 PT and 24 OT students were required to develop a comprehensive, written treatment plan and respond to reflective questions. A qualitative analysis of the submitted written assignment was used to determine whether IPE learning objectives were met. Student responses revealed three themes that supported the learning objectives of the IPE experience: benefits of collaborative care, role clarification and relevance of the IPE experience for future practice. A case-based, IPE simulation activity for physician assistant and rehabilitation students using a computerized virtual patient software program effectively facilitated achievement of the IPE learning objectives, including development of greater student awareness of other professions and ways in which collaborative patient care can be provided.

Perceptions of Science Graduating Students on their Learning Gains

NASA Astrophysics Data System (ADS)

Varsavsky, Cristina; Matthews, Kelly E.; Hodgson, Yvonne

2014-04-01

In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their science skills set developed throughout their programme (scientific content knowledge, communication, scientific writing, teamwork, quantitative skills, and ethical thinking). The study involved 400 responses from undergraduate science students about to graduate from two Australian research-intensive institutions. For each skill, students rated on a four-point Likert scale their perception of the importance of developing the skill within the programme, how much they improved it throughout their undergraduate science programme, how much they saw the skill included in the programme, how confident they were about the skill, and how much they will use the skill in the future. Descriptive statistics indicate that overall, student perception of importance of these skills was greater than perceptions of improvement, inclusion in the programme, confidence, and future use. Quantitative skills and ethical thinking were perceived by more students to be less important. t-Test analyses revealed some differences in perception across different demographic groups (gender, age, graduate plans, and research experience). Most notably, gender showed significant differences across most skills. Implications for curriculum development are discussed, and lines for further research are given.

Discrimination, harassment and non-reporting in UK medical education.

PubMed

Broad, Jonathan; Matheson, Marion; Verrall, Fabienne; Taylor, Anna K; Zahra, Daniel; Alldridge, Louise; Feder, Gene

2018-04-01

Discrimination and harassment create a hostile environment with deleterious effects on student well-being and education. In this study, we aimed to: (i) measure prevalences and types of discrimination and harassment in one UK medical school, and (ii) understand how and why students report them. The study used a mixed-methods design. A medical school population survey of 1318 students was carried out in March 2014. Students were asked whether they had experienced, witnessed or reported discrimination or harassment and were given space for free-text comments. Two focus group sessions were conducted to elicit information on types of harassment and the factors that influenced reporting. Proportions were analysed using the Wilson score method and associations tested using chi-squared and regression analyses. Qualitative data were subjected to framework analysis. Degrees of convergence between data were analysed. A total of 259 (19.7%) students responded to the survey. Most participants had experienced (63.3%, 95% confidence interval [CI]: 57.3-69.0) or witnessed (56.4%, 95% CI: 50.3-62.3) at least one type of discrimination or harassment. Stereotyping was the form most commonly witnessed (43.2%, 95% CI: 37.4-49.3). In the qualitative data, reports of inappropriate joking and invasion of personal space were common. Black and minority ethnic students had witnessed and religious students had experienced a greater lack of provision (χ 2  = 4.73, p = 0.03 and χ 2  = 4.38, p = 0.04, respectively). Non-heterosexual students had experienced greater joking (χ 2  = 3.99, p = 0.04). Students with disabilities had experienced more stereotyping (χ 2  = 13.5, p < 0.01). Female students and students in clinical years had 2.6 (95% CI: 1.3-5.3) and 3.6 (95% CI: 1.9-7.0) greater odds, respectively, of experiencing or witnessing any type of discrimination or harassment. Seven of 140 survey respondents had reported incidents (5.0%, 95% CI: 2.4-10.0). Reporting was perceived as ineffective and as potentially victimising of the reporter. Harassment and discrimination are prevalent in this sample and associated with gender, ethnicity, sexuality, disability and year group. Reporting is rare and perceived as ineffective. These findings have informed local developments, future strategies and the development of a national prevention policy. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

School Tracking and Youth Self-Perceptions: Implications for Academic and Racial Identity.

PubMed

Legette, Kamilah

2017-02-09

School tracking creates vast differential learning and schooling opportunities that lead to different academic trajectories. Black adolescents are disproportionally placed in nonhonors tracks possibly compromising their racial and academic identity. Interviews with 20 socioeconomically diverse 12 to 13 year old Black seventh graders revealed that narratives about racial and academic identity vary by track placement. Although most adolescents held negative perceptions about students enrolled in nonhonors courses, students in nonhonors seemed to view the negative perceptions of their classmates as reflections of themselves as Black people and as students. In contrast, adolescents in honors courses viewed these negative perceptions as limited to students in nonhonors. They reported having a greater connection to academics and viewed themselves as positive representatives of Blackness. © 2017 The Author. Child Development © 2017 Society for Research in Child Development, Inc.

Fostering Culture Change in an Undergraduate Business Program: "Nudging" Students towards Greater Involvement in Extra-Curricular Activities

ERIC Educational Resources Information Center

Martin, Elizabeth M.

2013-01-01

A report on a successfully implemented program to increase student participation in extra-curricular activities in an undergraduate business program with a high percentage of first-generation college students. A market-research study offered insight as to why students were not participating before the program was launched. Greater participation in…

Critical Thinking and ICT Integration in a Western Australian Secondary School

ERIC Educational Resources Information Center

McMahon, Graham

2009-01-01

This study examined the relationship between students working in a technology-rich environment and their development of higher order thinking skills. Based on a PhD thesis, which examined a greater range of relationships than can be reported here, this article focuses on developing critical thinking skills within a technology-rich environment.…

Evaluating Academic Development in the Higher Education Sector: Academic Developers' Reflections on Using a Toolkit Resource

ERIC Educational Resources Information Center

Winter, Jennie; Turner, Rebecca; Spowart, Lucy; Muneer, Reema; Kneale, Pauline

2017-01-01

The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university…

Building Interdisciplinary Qualitative Research Networks: Reflections on Qualitative Research Group (QRG) at the University of Manitoba

ERIC Educational Resources Information Center

Roger, Kerstin Stieber; Halas, Gayle

2012-01-01

As qualitative research methodologies continue to evolve and develop, both students and experienced researchers are showing greater interest in learning about and developing new approaches. To meet this need, faculty at the University of Manitoba created the Qualitative Research Group (QRG), a community of practice that utilizes experiential…

Professional Development for Secondary School Mathematics Teachers: A Peer Mentoring Model

ERIC Educational Resources Information Center

Kensington-Miller, Barbara

2012-01-01

Professional development is important for all teachers, and in low socio-economic schools where the challenges of teaching are greater this need is crucial. A model involving a combination of one-on-one peer mentoring integrated with group peer mentoring was piloted with experienced mathematics teachers of senior students in low socio-economic…

Prevalence of overweight and obesity in Asian American students using Asian specific criteria to determine weight classification

USDA-ARS?s Scientific Manuscript database

Individuals of Asian descent have been found to be at greater risk of developing conditions associated with obesity at lower BMI levels compared to other ethnic groups. As a result, new criteria have been developed to identify overweight and obesity in Asian populations. The purpose of the current s...

Emotional Intelligence and Self-Directed Learning Readiness among College Students Participating in a Leadership Development Program

ERIC Educational Resources Information Center

Radnitzer, Karl David

2010-01-01

The purpose of this study was to investigate possible relationships between self-directed learning readiness and emotional intelligence in a leadership development program and if self-directed learning leads to greater self-directed learning capabilities. Prior research has examined self-directed learning and emotional intelligence but never have…

Family Life and Human Development. Senior High School Semester Elective.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

This document is a curriculum guide for a family life and human development course to be used as a senior high school elective. The purpose of the course is to help students gain a greater understanding of human sexuality and to obtain information needed for intelligent, responsible decision making. Thirteen units included in the course are…

Integrating Personal Development and Career Planning: The Outcomes for First Year Undergraduate Learning

ERIC Educational Resources Information Center

Monks, Kathy; Conway, Edel; Dhuigneain, Muireann Ni

2006-01-01

This article describes the way in which colleagues from the Business faculty, the Careers Service and the Library at Dublin City University collaborated to design and deliver an integrated approach to personal development planning (PDP) with the aim of motivating first year undergraduate students to take greater responsibility for their own…

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

PubMed

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

2016-09-01

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

Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

PubMed

Mitchell, Mary M; Bradshaw, Catherine P

2013-10-01

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

[The application of creative thinking teaching in nursing education].

PubMed

Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

2010-04-01

Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

Development of a Study Skills Curriculum as a Component of the ACT I Extended Freshman Orientation Experience at Brenau: Curriculum and Program Planning.

ERIC Educational Resources Information Center

Robinson, Patricia W.

The purpose of this practicum was to develop a study skills curriculum to be incorporated into the existing ACT I Extended Freshman Orientation program at Brenau College in Georgia, to assist underprepared students admitted under special admissions programs in achieving greater academic success. An eight-step curriculum development process was…

Predictors of Political Activism among Social Work Students

ERIC Educational Resources Information Center

Swank, Eric W.

2012-01-01

This article identifies factors inspiring greater political participation among undergraduate social work students (N=125). When separating students into self-identified liberals and conservatives, the study uses resource, mobilizing, and framing variables to explain greater levels of activism. After several multivariate regressions, this article…

A comparison of the level of fear of death among students and nursing professionals in Mexico

PubMed Central

Mondragón-Sánchez, Edna Johana; Cordero, Erika Alejandra Torre; Espinoza, María de Lourdes Morales; Landeros-Olvera, Erick Alberto

2015-01-01

OBJECTIVE: to compare the level of fear of death in nursing students and professionals. METHOD: this was a comparative-transversal study examining 643 nursing students and professionals from a third-level institution. A random sampling method was employed, and the sample size was calculated by power analysis. The study was developed during three stages: the first stage consisted of the application of a pilot test, the second stage involved the recruitment of the participants, and the third stage measured the participants' responses on the Collett-Lester Fear of Death Scale. RESULTS: the average fear of death was moderate-high (-X=3.19±0.55), and the highest score was observed for the fear of the death of others (-X=3.52±0.20). Significant differences in the perceptions of fear of death were observed among the students of the first three years (p<.05). However, no significant differences were observed among the first- and fourth-year students and professionals (p>.05). CONCLUSIONS: it is possible that first-year students exhibit a reduced fear of death because they have not had the experience of hospital practice. Students in their second and third year may have a greater fear of death because they have cared for terminal patients. However, it appears that greater confidence is acquired over time, and thus fourth-year students and professionals exhibit less fear of death than second- and third-year students (p<.05). PMID:26039304

A comparison of the level of fear of death among students and nursing professionals in Mexico.

PubMed

Mondragón-Sánchez, Edna Johana; Cordero, Erika Alejandra Torre; Espinoza, María de Lourdes Morales; Landeros-Olvera, Erick Alberto

2015-01-01

to compare the level of fear of death in nursing students and professionals. this was a comparative-transversal study examining 643 nursing students and professionals from a third-level institution. A random sampling method was employed, and the sample size was calculated by power analysis. The study was developed during three stages: the first stage consisted of the application of a pilot test, the second stage involved the recruitment of the participants, and the third stage measured the participants' responses on the Collett-Lester Fear of Death Scale. the average fear of death was moderate-high (-X=3.19±0.55), and the highest score was observed for the fear of the death of others (-X=3.52±0.20). Significant differences in the perceptions of fear of death were observed among the students of the first three years (p<.05). However, no significant differences were observed among the first- and fourth-year students and professionals (p>.05). it is possible that first-year students exhibit a reduced fear of death because they have not had the experience of hospital practice. Students in their second and third year may have a greater fear of death because they have cared for terminal patients. However, it appears that greater confidence is acquired over time, and thus fourth-year students and professionals exhibit less fear of death than second- and third-year students (p<.05).

Online instructional anatomy videos: Student usage, self-efficacy, and performance in upper limb regional anatomy assessment.

PubMed

Langfield, Tracey; Colthorpe, Kay; Ainscough, Louise

2017-12-04

Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high-risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self-efficacy. This study investigated whether student self-efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self-efficacy and/or learning. Anatomy self-efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self-efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self-evaluation may be more appropriate. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

The impact of instructor grouping strategies on student efficacy in inquiry science labs: A phenomenological case study of grouping perceptions and strategies

NASA Astrophysics Data System (ADS)

Miller, Nathaniel J.

Abundant educational research has integrated Albert Bandura's concepts of self-efficacy and collective efficacy within educational settings. In this phenomenological case study, the investigation sought to capture the manifestation of self-efficacy and collective efficacy within inquiry-based science laboratory courses. Qualitative data was derived from student efficacy surveys, direct classroom observations, and three-tiered interviews with teacher participants. Four high school science instructors and their students from two school districts in Northern Illinois were selected to participate in the study. This study sought to identify instructor strategies or criteria used to formulate student laboratory groups and the impact of such groupings on student self-efficacy and collective efficacy. Open coding of interview transcripts, observation logs, and student surveys led to the development of eight emerging themes. These themes included the purpose of science laboratory activities, instructor grouping strategies, instructor roles, instructor's perceptions, science laboratory assessment, student interactions, learner self-perceptions, and grouping preferences. Results from the study suggest that some students were innately inclined to assume leadership roles, smaller groupings had greater participation from all group members, students had a strong preference for working collaboratively in groups, and students desired to maintain stable laboratory groups in lieu of periodically changing laboratory partners. As with all case study methodologies, the findings of the study were limited to the individual participants at research sites and were not generalizable to all science classrooms. Additional research in the realms of group size, group autonomy, and student interviews would provide even greater insights into the observed phenomena.

Improving Teacher Education through Inquiry-Based Learning

ERIC Educational Resources Information Center

Ortlieb, Evan T.; Lu, Lucia

2011-01-01

Preservice educators face daunting challenges throughout their professional development, but no challenge is greater than that of contextualizing their instruction within multicultural environments. Addressing the increasing diversity and ever-changing cultures within student populations is often skimmed over within teacher education curriculums;…

Embrace Chattering Students: They May Be Building Community and Interest in Your Class

ERIC Educational Resources Information Center

Sandstrom, Gillian M.; Rawn, Catherine D.

2015-01-01

When students chatter in class it can be disruptive, but could that chatter also have some redeeming qualities? We asked students to keep track of their social interactions in a particular class. On days when students had more social interactions than usual, they reported a greater sense of belonging, which was, in turn, related to greater class…

Academic Incentives for Students Can Increase Participation in and Effectiveness of a Physical Activity Program

ERIC Educational Resources Information Center

DeVahl, Julie; King, Richard; Williamson, Jon W.

2005-01-01

The authors sought to determine whether a greater academic incentive would improve the effectiveness and student adherence to a 12-week voluntary exercise program designed to decrease students' percentage of body fat. They randomly assigned 210 students to 1 of 2 groups with different academic reward structures. The group with the greater reward…

Tonsillectomy and infectious mononucleosis.

PubMed

Sumaya, C V; Downey, K; Ullis, K C

1978-01-01

Tonsillar tissue may be the primary site of infection with Epstein-Barr virus (EBV), the etiologic agent of classical infectious mononucleosis (IM). Therefore, a retrospective study of the association between tonsillectomy and IM was performed in a college student population. In the first part of the study, tonsillectomy rates were compared between 164 IM-positive students and 164 student controls who attended UCLA in 1972-1975. Although it was determined that the development of IM during college years was statistically less commin in tonsillectomized students, the difference was not inordinately large and probably had no significant biologic meaning. The authors speculate that the difference was due to the greater likelihood, and greater yield, in considering the diagnosis of IM in young adults with enlarged, inflamed tonsils. In support of this is the fact that IM-positive students who had received a prior tonsillectomy usually had the surgical procedure performed at a younger age than the control group. Conceivably, tonsillar ablation in the very young is more liable to result in incomplete removal and eventual regrowth of this tissue. Indeed, six IM-positive students who had received a tonsillectomy at six years of age or less were found to have exudate in tonsillar fossae or pillars during their IM episode. In the second part of the study, clinical and laboratory measures were found to be similar between a larger group of IM-positive students with or without a history of prior tonsillectomy.

Development and evaluation of a simulation exercise to prepare midwifery students for neonatal resuscitation.

PubMed

Carolan-Olah, Mary; Kruger, Gina; Brown, Vera; Lawton, Felicity; Mazzarino, Melissa

2016-01-01

Simulation provides opportunities for midwifery students to enhance their performance in emergency situations. Neonatal resuscitation is one such emergency and its management is a major concern for midwifery students. This project aimed to develop and evaluate a simulation exercise, for neonatal resuscitation, for 3rd year midwifery students. A quantitative survey design was employed using questions from two previously validated questionnaires: (1.) Student Satisfaction and Self-Confidence in Learning and (2.) the Clinical Teamwork Scale (CTS). Australian university. 40 final year midwifery students were invited to participate and 36 agreed to take part in the project. In pre-simulation questionnaires, students reported low levels of confidence in initiating care of an infant requiring resuscitation. Most anticipated that the simulation exercise would be useful to better prepare them respond to a neonatal emergency. Post-simulation questionnaires reported an increase in student confidence, with 30 of 36 students agreeing/ strongly agreeing that their confidence levels had improved. Nonetheless, an unexpected number of students reported a lack of familiarity with the equipment. The single simulation exercise evaluated in this project resulted in improved student confidence and greater knowledge and skills in neonatal resuscitation. However, deficits in handling emergency equipment, and in understanding the role of the student midwife/midwife in neonatal resuscitation, were also noted. For the future, the development and evaluation of a programme of simulation exercises, over a longer period, is warranted. This approach may reduce stress and better address student learning needs. Copyright © 2015. Published by Elsevier Ltd.

Seeding science success: Relations of secondary students' science self-concepts and motivation with aspirations and achievement

NASA Astrophysics Data System (ADS)

Chandrasena, Wanasinghe Durayalage

This research comprises three inter-related synergistic studies. Study 1 aims to develop a psychometrically sound tool to measure secondary students' science self-concepts, motivation, and aspirations in biology, chemistry, earth and environmental methodology to explicate students' and teachers' views, practices, and personal experiences, to identify the barriers to undertaking science for secondary students and to provide rich insights into the relations of secondary students' science self-concepts and motivation with their aspirations and achievement. Study 3 will detect additional issues that may not necessarily be identifiable from the quantitative findings of Study 2. The psychometric properties of the newly developed instrument demonstrated that students' science self-concepts were domain specific, while science motivation and science aspirations were not. Students' self-concepts in general science, chemistry, and physics were stronger for males than females. Students' self-concepts in general science and biology became stronger for students in higher years of secondary schooling. Students' science motivation did not vary across gender and year levels. Though students' science aspirations did not vary across gender, they became stronger with age. In general, students' science self-concepts and science motivation were positively related to science aspirations and science achievement. Specifically, students' year level, biology self-concept, and physics self concept predicted their science and career aspirations. Biology self-concept predicted teacher ratings of students' achievement, and students' general science self-concepts predicted their achievement according to students' ratings. Students' year level and intrinsic motivation in science were predictors of their science aspirations, and intrinsic motivation was a greater significant predictor of students' achievement, according to student ratings. Based upon students' and teachers' perceptions, the identified barriers to promoting science in schools were: the difficulty of the subject matter, lack of student interest, the large amount of subject content, lack of perceived relevance of the subject matter to day-to-day life, ineffective teacher characteristics, lack of aspirations to pursue science as a career, inadequate teaching methods, lack of adequate teacher training, lack of proper policies to reward science teachers, and inadequate support for science from the media. Overall, the results from this study provide a greater understanding of the relations of secondary students' science self-concepts and motivation with aspirations and achievement in different science domains across gender and age levels. Hence, this research makes a valuable contribution to the literature by providing new insight. The findings will be useful for science educators in planning and developing science curriculum and policies with regard to student self-concepts and motivation. Equally, science teachers may find implications for classroom practices, for the planning and conducting of science lessons, for conveying scientific concepts and principles to students more effectively, and in considering the need to generate enthusiasm about the subject in young science students. Thus, the findings may offer the necessary strategies to assist in reducing the decline of students' enrolments in science through efficacious attention to student self-concepts and motivation. The newly developed instrument provides a new opportunity for future research to confidently interrogate the psychosocial issues central to science education and promotion. (Abstract shortened by ProQuest.).

Students' Perceptions of Parents' and Teachers' Qualities of Interpersonal Relations.

ERIC Educational Resources Information Center

Drevets, Roma K.; And Others

1996-01-01

Predominantly white midwestern high school students (n=561) rated a parent and a teacher on the Barret-Lennard Relationship Inventory (1962, 1978). Overall, girls perceived greater warmth from parents and teachers. Evidence of age differences and of greater warmth from parents with whom students lived was also found. (SLD)

Snap! Catch Students' Attention with Mousetrap Vehicles

ERIC Educational Resources Information Center

Roberts, Ed; Gonzalez-Espada, Wilson J.

2006-01-01

The current paradigm in science education calls for greater emphasis on guiding students in active and extended scientific inquiry. This is supported by research suggesting that using a hands-on approach to learning fosters ownership in the learning process and allows students to gain greater appreciation for the design and implementation of…

Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School.

PubMed

Bierer, S Beth; Dannefer, Elaine F; Tetzlaff, John E

2015-09-01

Remediation in the era of competency-based assessment demands a model that empowers students to improve performance. To examine a remediation model where students, rather than faculty, develop remedial plans to improve performance. Private medical school, 177 medical students. A promotion committee uses student-generated portfolios and faculty referrals to identify struggling students, and has them develop formal remediation plans with personal reflections, improvement strategies, and performance evidence. Students submit reports to document progress until formally released from remediation by the promotion committee. Participants included 177 students from six classes (2009-2014). Twenty-six were placed in remediation, with more referrals occurring during Years 1 or 2 (n = 20, 76 %). Unprofessional behavior represented the most common reason for referral in Years 3-5. Remedial students did not differ from classmates (n = 151) on baseline characteristics (Age, Gender, US citizenship, MCAT) or willingness to recommend their medical school to future students (p < 0.05). Two remedial students did not graduate and three did not pass USLME licensure exams on first attempt. Most remedial students (92 %) generated appropriate plans to address performance deficits. Students can successfully design remedial interventions. This learner-driven remediation model promotes greater autonomy and reinforces self-regulated learning.

Student satisfaction and self-assessment after small group discussion in a medical ethics education program.

PubMed

Joh, Hee-Kyung; Shin, Jwa-Seop

2009-09-01

Small group discussions are useful tools in medical ethics education. We aimed to assess student satisfaction with specific components of a small group discussion and to evaluate student self-assessment of the objectives of education. A structured questionnaire was developed after a literature review and a focus group interview. Components of the small group discussion were categorized by discussion case (self, other), individual activities (self-study, making materials, presentation experience), and group activities (preclass/in-class/postclass/plenary discussion, instructor's comments). The items for student self-assessment were: "To specify ethical issue in actual practice", "To get new knowledge", "To consider doctor's entity", "Empathy to others", "To get multidimensional viewpoint", "Viewpoint change", "To deliver my thought clearly", and "Ability to confront the medical ethics dilemma in the future". After the survey, an in-depth interview was performed to determine the reason behind the students' answers. A total of 121 students responded, for whom overall satisfaction and self-assessment were high. Students reported greater satisfaction with self-case, presentation experience, in-class discussion, and instructor's comments but less satisfaction with self-study before class and postclass discussion. Student self-assessment was highest in the ability to specify an ethical issue and lowest for viewpoint change and self-confidence. After multivariate analysis, higher student self-assessment was associated with greater satisfaction with the small group discussion. To improve the quality of medical ethics education, close investigation and monitoring of each component of the small group discussion and student achievement are essential, as is continuous feedback.

Helping to Solve the Energy Problem through In-Service Training.

ERIC Educational Resources Information Center

Farnsworth, Briant J.; Gardner, Janet

1978-01-01

Granite School District has developed energy in-service training for teachers. The goal was to infuse energy concepts into the regular school curriculum. When part of the curriculum, this program provides students with greater understanding of the energy problem and possible solutions. (Author)

Improving collaborative learning in online software engineering education

NASA Astrophysics Data System (ADS)

Neill, Colin J.; DeFranco, Joanna F.; Sangwan, Raghvinder S.

2017-11-01

Team projects are commonplace in software engineering education. They address a key educational objective, provide students critical experience relevant to their future careers, allow instructors to set problems of greater scale and complexity than could be tackled individually, and are a vehicle for socially constructed learning. While all student teams experience challenges, those in fully online programmes must also deal with remote working, asynchronous coordination, and computer-mediated communications all of which contribute to greater social distance between team members. We have developed a facilitation framework to aid team collaboration and have demonstrated its efficacy, in prior research, with respect to team performance and outcomes. Those studies indicated, however, that despite experiencing improved project outcomes, students working in effective software engineering teams did not experience significantly improved individual achievement. To address this deficiency we implemented theoretically grounded refinements to the collaboration model based upon peer-tutoring research. Our results indicate a modest, but statistically significant (p = .08), improvement in individual achievement using this refined model.

Psychiatry in the Harvard Medical School-Cambridge Integrated Clerkship: an innovative, year-long program.

PubMed

Griswold, Todd; Bullock, Christopher; Gaufberg, Elizabeth; Albanese, Mark; Bonilla, Pedro; Dvorak, Ramona; Epelbaum, Claudia; Givon, Lior; Kueppenbender, Karsten; Joseph, Robert; Boyd, J Wesley; Shtasel, Derri

2012-09-01

The authors present what is to their knowledge the first description of a model for longitudinal third-year medical student psychiatry education. A longitudinal, integrated psychiatric curriculum was developed, implemented, and sustained within the Harvard Medical School-Cambridge Integrated Clerkship. Curriculum elements include longitudinal mentoring by attending physicians in an outpatient psychiatry clinic, exposure to the major psychotherapies, psychopharmacology training, acute psychiatry "immersion" experiences, and a variety of clinical and didactic teaching sessions. The longitudinal psychiatry curriculum has been sustained for 8 years to-date, providing effective learning as demonstrated by OSCE scores, NBME shelf exam scores, written work, and observed clinical work. The percentage of students in this clerkship choosing psychiatry as a residency specialty is significantly greater than those in traditional clerkships at Harvard Medical School and greater than the U.S. average. Longitudinal integrated clerkship experiences are effective and sustainable; they offer particular strengths and opportunities for psychiatry education, and may influence student choice of specialty.

Using the Extended Parallel Process Model to create and evaluate the effectiveness of brochures to reduce the risk for noise-induced hearing loss in college students.

PubMed

Kotowski, Michael R; Smith, Sandi W; Johnstone, Patti M; Pritt, Erin

2011-01-01

Brochures containing messages developed according to the Extended Parallel Process Model were deployed to increase intentions to use hearing protection for college students. These brochures were presented to one-half of a college student sample, after which a questionnaire was administered to assess perceptions of threat, efficacy, and behavioral intentions. The other half of the sample completed the questionnaire and then received brochures. Results indicated that people receiving the brochure before the questionnaire reported greater perceptions of hearing loss threat and efficacy to use ear plugs when in loud environments, however, intentions to use ear plugs were unchanged. Distribution of the brochure also resulted in greater perceptions of hearing loss threat and efficacy to use over-the-ear headphones when using devices such as MP3 players. In this case, however, intentions to use over-the-ear headphones increased. Results are discussed in terms of future research and practical applications.

Getting the most out of Student Selected Components: 12 tips for participating students.

PubMed

Riley, Simon C; Gibbs, Trevor J; Ferrell, William R; Nelson, Peter R; Smith, W Cairns S; Murphy, Michael J

2009-10-01

Student Selected Components (SSCs) are an established feature of UK undergraduate medical curricula that offer students choice. They represent a large investment in time and resources. Although programmes vary between Schools, the major learning objectives remain broadly similar. Providing students engage fully with the activity, the final learning outcomes should also be comparable. However, engaging effectively and purposefully with such programmes may not be a clear and straightforward process for students. To present the challenges and solutions to inform students how to derive the greatest benefit from the learning activities in their SSC programmes. Synthesis of the accumulated experience over more than 10 years of developing, running and evaluating SSCs by the Directors of SSCs in five Scottish Medical Schools, combined with analysis of course evaluation and student feedback. Consensus defined 12 tips aimed at improving the approach taken by students to their SSCs, and to provide a structure to maximise their final learning outcomes. SSC programmes provide diverse opportunities for students to develop and expand their learning. With increasing emphasis being placed upon student assessment to judge a wide range of professional skills and standards into foundation and specialist training, much greater importance is now being given to SSCs as an opportunity for personal, professional and academic developments. However, it is important that this is performed in a purposeful manner to maximise this opportunity. These 12 tips provide guidance to students on how they can maximise the opportunity presented to them by SSCs.

Analysis of medical students' needs for development of a career guidance program.

PubMed

An, Hyejin; Kim, Eunjeong; Hwang, Jinyoung; Lee, Seunghee

2014-09-01

The purpose of this study is to provide basic data for the development of a career guidance program through a demand survey. For this purpose, three study topics were examined: Is there a difference between the satisfaction and importance of a career program? Is there a difference between the satisfaction and importance of a career program by gender, grade level? and What type of mentor and the mentoring way of medical students demanded? The subjects were 380 students at Seoul National University College of Medicine. The data were analyzed by frequency analysis, paired t-test, and Borich's formula. By t-test with matched samples for satisfaction-importance, We noted statistically significant differences in all domains. In particular, the difference was greater in the second year. According to the needs analysis, the most urgent program is meeting with seniors in various career areas. Also, medical students hope for mentor from clinical professors of the university and successful medical practitioners, and personal counseling. These results show that medical students need a career guidance program. The findings of the study can be used to guide the development of career education programs and curriculum for medicine students.

Medical Ultrasound Technology Research and Development at the University of Washington Center for Industrial and Medical Ultrasound

DTIC Science & Technology

2003-10-02

provide a world-class, advanced research center for bioengineering development and graduate education in high-intensity, focused ultrasound ( HIFU ). This...convenient, and robust. These technological enhancements have enabled the development of HIFU arrays and image-guided ultrasound systems for greater... Ultrasound (CIMU). The many disparate facilities and technical capabilities available to CIMU staff and students were integrated and enhanced to

Creating and sustaining an academic-practice Partnership Engagement Model.

PubMed

Schaffer, Marjorie A; Schoon, Patricia M; Brueshoff, Bonnie L

2017-11-01

Public health clinical educators and practicing public health nurses (PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium (HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model (PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. © 2017 Wiley Periodicals, Inc.

Thought Spot: Co-Creating Mental Health Solutions with Post-Secondary Students.

PubMed

Wiljer, David; Johnson, Andrew; McDiarmid, Erica; Abi-Jaoude, Alexxa; Ferguson, Genevieve; Hollenberg, Elisa; van Heerwaarden, Nicole; Tripp, Tim; Law, Marcus

2017-01-01

It is difficult for the nearly 20% of Canadian 15- to 24-year olds reporting symptoms to seek the help they need within the current mental health system. Web-based and mobile health interventions are promising tools for reaching this group; having the capacity to reduce access-to-service barriers and engage youth in promoting their mental well-being. A three-phased, iterative, co-creation developmental approach was used to develop Thought Spot, a platform to better enable post-secondary students to seek mental health support. Co-creation activities included student development teams, hosting a hackathon, conducting focus groups and evidence-based workshops and student advisory groups. Evaluation results highlighted the need for greater role clarity and strategies for sustainable engagement in the co-creation process. Lessons learned are informing the project optimization phase and will be utilized to inform the design and implementation of an RCT, assessing impact on help seeking behaviour.

Hearing, listening, action: Enhancing nursing practice through aural awareness education.

PubMed

Collins, Anita; Vanderheide, Rebecca; McKenna, Lisa

2014-01-01

Abstract Noise overload within the clinical environment has been found to interfere with the healing process for patients, as well as nurses' ability to assess patients effectively. Awareness and responsibility for noise production begins during initial nursing training and consequently a program to enhance aural awareness skills was designed for graduate entry nursing students in an Australian university. The program utilized an innovative combination of music education activities to develop the students' ability to distinguishing individual sounds (hearing), appreciate patients' experience of sounds (listening) and improve their auscultation skills and reduce the negative effects of noise on patients (action). Using a mixed methods approach, students reported heightened auscultation skills and greater recognition of both patients' and clinicians' aural overload. Results of this pilot suggest that music education activities can assist nursing students to develop their aural awareness and to action changes within the clinical environment to improve the patient's experience of noise.

Hearing, Listening, Action: Enhancing nursing practice through aural awareness education.

PubMed

Collins, Anita; Vanderheide, Rebecca; McKenna, Lisa

2014-03-29

Abstract Noise overload within the clinical environment has been found to interfere with the healing process for patients, as well as nurses ability to effectively assess patients. Awareness and responsibility for noise production begins during initial nursing training and consequently a program to enhance aural awareness skills was designed for graduate entry nursing students in an Australian university. The program utilised an innovative combination of music education activities to develop the students' ability to distinguishing individual sounds (hearing), appreciate patient's experience of sounds (listening) and improve their auscultation skills and reduce the negative effects of noise on patients (action). Using a mixed methods approach, students' reported heightened auscultation skills and greater recognition of both patients' and clinicians' aural overload. Results of this pilot suggest that music education activities can assist nursing students to develop their aural awareness and to action changes within the clinical environment to improve the patient's experience of noise.

Peer Influence Via Instagram: Effects on Brain and Behavior in Adolescence and Young Adulthood.

PubMed

Sherman, Lauren E; Greenfield, Patricia M; Hernandez, Leanna M; Dapretto, Mirella

2018-01-01

Mobile social media often feature the ability to "Like" content posted by others. This study examined the effect of Likes on youths' neural and behavioral responses to photographs. High school and college students (N = 61, ages 13-21) viewed theirs and others' Instagram photographs while undergoing functional Magnetic Resonance Imaging (fMRI). Participants more often Liked photographs that appeared to have received many (vs. few) Likes. Popular photographs elicited greater activity in multiple brain regions, including the nucleus accumbens (NAcc), a hub of the brain's reward circuitry. NAcc responsivity increased with age for high school but not college students. When viewing images depicting risk-taking (vs. nonrisky photographs), high school students, but not college students, showed decreased activation of neural regions implicated in cognitive control. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

13th Annual Systems Engineering Conference: Tues- Wed

DTIC Science & Technology

2010-10-28

greater understanding/documentation of lessons learned – Promotes SE within the organization • Justification for continued funding of SE Infrastructure...educational process – Addresses the development of innovative learning tools, strategies, and teacher training • Research and Development – Promotes ...technology, and mathematics • More commitment to engaging young students in science, engineering, technology and mathematics • More rigor in defining

Service Providers Assessment of the Career Development Needs of Blind and Visually Impaired Students and Rehabilitation Clients and the Resources Available to Meet Those Needs.

ERIC Educational Resources Information Center

Bagley, Martha

1985-01-01

The article considers career development needs of blind and visually impaired individuals and discusses results of a survey of schoolteachers (grades K, three, six, nine, and 12), rehabilitation counselors, management staff of rehabilitation agencies, and agency administrators. Respondents cited the need for greater accessibility to career…

Project Canada West. Canadian Urban Dynamics: A Model for Student Involvement in the Urban Setting.

ERIC Educational Resources Information Center

Western Curriculum Project on Canada Studies, Edmonton (Alberta).

This is a progress report of a project in the process of developing an interdisciplinary secondary school curriculum on the Canadian urban environment. The primary goal is to encourage constructive involvement in urban life and community decision-making, and develop a personal and social competence that will engender a greater commitment to the…

Developing Speaking Skills of Adult Learners in Private Universities in Bangladesh: Problems and Solutions

ERIC Educational Resources Information Center

Farooqui, Sabrin

2007-01-01

The globalisation of English and a growing demand for good English-speaking skills in the job market in particular have been placing a greater emphasis on the teaching of English speaking skills in Bangladesh. The private universities emphasise developing English skills. It seems that students of public and private universities have the same level…

Robert Sylwester on Electronic Media and Brain Development. Windows to the Mind, Volume 2. [Videotape].

ERIC Educational Resources Information Center

Sylwester, Robert

This videotape explores the influence of electronic media on children's cognitive development. Posing the "cyberworld" as both a window to the greater world and a mirror to the students' world, the first part of the video examines electronic media and the brain's response systems. This part notes the brain's two response systems--the…

Assessing Overweight, Obesity, Diet, and Physical Activity in College Students

ERIC Educational Resources Information Center

Huang, Terry T.-K.; Harris, Kari Jo; Lee, Rebecca E.; Nazir, Niaman; Born, Wendi; Kaur, Harsohena

2003-01-01

The authors surveyed 738 college students aged 18 to 27 years to assess over weight, obesity, dietary habits, and physical activity. They used BMI (body mass index) [greater than or equal to] 25 kg/m[squared] or BMI [greater than or equal to] 85th percentile and BMI [greater than or equal to] 30 kg/m[squared] or BMI [greater than or equal to] 95th…

Gender Differences in Physical Activity and Related Beliefs among Hispanic College Students

ERIC Educational Resources Information Center

Magoc, Dejan; Tomaka, Joe; Shamaley, Angelee Gigi; Bridges, Amber

2016-01-01

This study investigated gender differences in physical activity (PA) and social-cognitive theory (SCT) variables among Hispanics. Students (N = 298) completed measures assessing levels of PA and variables derived from SCT. Men reported greater PA than women. Men also reported having greater self-efficacy for PA, greater perceived ability to set…

Degrees of systematic thoroughness: A text analysis of student technical science writing

NASA Astrophysics Data System (ADS)

Esch, Catherine Julia

This dissertation investigates student technical science writing and use of evidence. Student writers attended a writing-intensive undergraduate university oceanography course where they were required to write a technical paper drawing from an instructor-designed software program, Our Dynamic Planet. This software includes multiple interactive geological data sets relevant to plate tectonics. Through qualitative text analysis of students science writing, two research questions frame the study asking: How are the papers textually structured? Are there distinctions between high- and low-rated papers? General and specific text characteristics within three critical sections of the technical paper are identified and analyzed (Observations, Interpretations, Conclusions). Specific text characteristics consist of typical types of figures displayed in the papers, and typical statements within each paper section. Data gathering consisted of collecting 15 student papers which constitute the population of study. An analytical method was designed to manage and analyze the text characteristics. It has three stages: identifying coding categories, re-formulating the categories, and configuring categories. Three important elements emerged that identified notable distinctions in paper quality: data display and use, narration of complex geological feature relationships, and overall organization of text structure. An inter-rater coding concordance check was conducted, and showed high concordance ratios for the coding of each section: Observations = 0.95; Interpretations = 0.93; and Conclusions = 0.87. These categories collectively reveal a larger pattern of general differences in the paper quality levels (high, low, medium). This variation in the quality of papers demonstrates degrees of systematic thoroughness, which is defined as how systematically each student engages in the tasks of the assignment, and how thoroughly and consistently the student follows through on that systematic commitment. Characterizations of each paper level indicate areas that can be explored to develop an explicit instructional pedagogy to support a greater number of low and medium level students. Implications suggest most students require greater explicit instruction. This involves having students pay more attention to detail, and to demonstrate greater follow through in order to produce a solid scientific argument in their technical papers.

Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum.

PubMed

Thomas, Lisa; Bennett, Sue; Lockyer, Lori

2016-09-01

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL.

An International Comparison of Female and Male Students' Attitudes to the Use of Animals.

PubMed

Phillips, Clive; Izmirli, Serdar; Aldavood, Javid; Alonso, Marta; Choe, Bi; Hanlon, Alison; Handziska, Anastasija; Illmann, Gudrun; Keeling, Linda; Kennedy, Mark; Lee, Gwi; Lund, Vonne; Mejdell, Cecilie; Pelagic, Veselinas; Rehn, Therese

2010-12-09

Previous research has demonstrated that in households where the male partner is more dominant, there is convergence in male and female attitudes towards animals, whereas if the female partner is empowered they exhibit greater empathy towards animals than the male partner. We tested this theory of 'female empowered empathy' internationally in a survey of female and male students' attitudes towards use of animals, conducted in 11 Eurasian countries: China, Czech Republic, Great Britain, Iran, Ireland, South Korea, Macedonia, Norway, Serbia, Spain and Sweden. Gender empowerment was estimated for each country using the Gender Empowerment Measure designed by the United Nations. The survey was administered via the internet in universities within countries, and 1,902 female and 1,530 male student responses from 102 universities were received. Respondents rated the acceptability of 43 major concerns about human use of animals, and the importance of 13 world social issues, including animal protection, environmental protection and sustainable development. Females had greater concern for animal welfare and rights than males. There was a positive correlation between the Gender Empowerment Measure and the ratio of female to male concern for animal welfare and rights, but not for other world issues. Thus in countries where females were more empowered, principally Sweden, Norway and Great Britain, females had much greater concern than males for animal issues, whereas in other countries the responses of males and females were more similar. Across countries female students were more likely to avoid meat and less likely to avoid eggs, milk and seafood than male students, and were more likely to have kept pets than males. Females rated cats as more sentient than males did. The results demonstrate that females have greater concern for animal welfare and rights than males, and that this is more likely to be expressed in countries where females are relatively empowered, suggesting that 'emancipated female empathy' operates across countries as well as at a local level.

An Introduction to Teaching Moliere: "La Jalousie du Barbouille."

ERIC Educational Resources Information Center

Marzi, Jean-Denis

1984-01-01

Introduces a critical methodology for students approaching literary French texts of the Classical period, such as Moliere. Suggests that greater understanding of the material leads to greater enjoyment. It is concluded that this type of instruction need not be limited to students of French, but rather, students of all languages could profit from…

The Influence of Dentist and Nondentist Parents on Dental Students.

ERIC Educational Resources Information Center

Romberg, Elaine; And Others

1983-01-01

A study supported three hypotheses, that students with dentist parents: (1) receive greater reinforcement of their education; (2) interact more with their parents on dentally related material; and (3) perceive greater well-being during their dental school years. A fourth hypothesis, that students with dentist parents earn better grades, was not…

Mediated Modeling in Science Education

NASA Astrophysics Data System (ADS)

Halloun, Ibrahim A.

2007-08-01

Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation, they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials, better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds.

Supporting the Whole Child through Coordinated Policies, Processes, and Practices

ERIC Educational Resources Information Center

Murray, Sharon D.; Hurley, James; Ahmed, Shannon R.

2015-01-01

Background: The Whole School, Whole Community, Whole Child (WSCC) model provides a framework for promoting greater alignment, integration, and collaboration between health and education across the school setting and improving students' cognitive, physical, social, and emotional development. By providing a learning environment that ensures each…

Educating for the Future.

ERIC Educational Resources Information Center

Carlisle, E. R.

1988-01-01

Recent economic data suggest that trends occurring in the U.S. and other global economies will force even greater changes upon our educational system. To help educators prepare students for tomorrow's work force, this article discusses and clarifies some current developments in technology, job and education requirements, and U.S. productivity…

Teaching a Course around a Textbook.

ERIC Educational Resources Information Center

Healey, Mick; Ilbery, Brian

1993-01-01

Outlines the advantages and disadvantages of using a single textbook in a college-level economic geography course. Argues that, if a course text is used thoughtfully, the advantages can outweigh the disadvantages. Asserts that students must take greater responsibility for their own learning and develop independent inquiry skills. (CFR)

Just the FAQs: An Alternative to Teaching the Research Paper

ERIC Educational Resources Information Center

Strickland, James

2004-01-01

Changing the form of the traditional research paper often results in a greater emphasis on inquiry or FAQ (Frequently Asked Questions). An alternative form of presentation that capitalizes on available technology and requires students to develop their thinking, reading, writing and presentation skills is presented.

Using Common Planning Time to Foster Professional Learning

ERIC Educational Resources Information Center

Dever, Robin; Lash, Martha J.

2013-01-01

Increased emphasis on meeting state standards, more stringent requirements for designation as highly qualified, and intensified accountability for student performance have foisted new expectations upon teachers and stimulated changes in professional development models in which the greater urgency is clearly to attend to the teacher's role as…

Bringing us back to our creative senses: Fostering creativity in graduate-level nursing education: A literary review.

PubMed

Duhamel, Karen V

2016-10-01

The purpose of this paper is to explore empirical findings of five studies related to graduate-level nurse educators' and nursing students' perceptions about the roles of creativity and creative problem-solving in traditional and innovative pedagogies, and examines conceptual differences in the value of creativity from teacher and student viewpoints. Five peer-reviewed scholarly articles; professional nursing organizations; conceptual frameworks of noted scholars specializing in creativity and creative problem-solving; business-related sources; primary and secondary sources of esteemed nurse scholars. Quantitative and qualitative studies were examined that used a variety of methodologies, including surveys, focus groups, 1:1 interviews, and convenience sampling of both nursing and non-nursing college students and faculty. Innovative teaching strategies supported student creativity and creative problem-solving development. Teacher personality traits and teaching styles receptive to students' needs led to greater student success in creative development. Adequate time allocation and perceived usefulness of creativity and creative problem-solving by graduate-level nurse educators must be reflected in classroom activities and course design. Findings indicated conservative teaching norms, evident in graduate nursing education today, should be revised to promote creativity and creative problem-solving development in graduate-level nursing students for best practice outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning approaches and learning difficulties: a comparison of Indian and Nepali dental science students.

PubMed

Mayya, Shreemathi S; Rao, A Krishna; Ramnarayan, K

2002-11-01

This study explored the difference in learning approaches and difficulties of Nepali and Indian undergraduate students of dental science. A locally developed inventory was used to measure learning approach and learning difficulties. Data collected from 166 Indians and 69 Nepalis were compared. The scores on various scales of the inventory indicate that Nepalis are more fearful and less confident regarding examination and course completion and have significantly less positive perception about academic capability. Indian students scored significantly higher on motivation, interest, and deep processing. The language problem was significantly greater for Nepali students. Higher percentages of Nepalis experienced various academic and nonacademic problems. The study highlights the need to consider difference in learning approach among the students of health science courses that admit students from different academic, nonacademic, and cultural backgrounds.

Scale-Up: Improving Large Enrollment Physics Courses

NASA Astrophysics Data System (ADS)

Beichner, Robert

1999-11-01

The Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) project is working to establish a learning environment that will promote increased conceptual understanding, improved problem-solving performance, and greater student satisfaction, while still maintaining class sizes of approximately 100. We are also addressing the new ABET engineering accreditation requirements for inquiry-based learning along with communication and team-oriented skills development. Results of studies of our latest classroom design, plans for future classroom space, and the current iteration of instructional materials will be discussed.

Cervical spine mobilisation forces applied by physiotherapy students.

PubMed

Snodgrass, Suzanne J; Rivett, Darren A; Robertson, Val J; Stojanovski, Elizabeth

2010-06-01

Postero-anterior (PA) mobilisation is commonly used in cervical spine treatment and included in physiotherapy curricula. The manual forces that students apply while learning cervical mobilisation are not known. Quantifying these forces informs the development of strategies for learning to apply cervical mobilisation effectively and safely. This study describes the mechanical properties of cervical PA mobilisation techniques applied by students, and investigates factors associated with force application. Physiotherapy students (n=120) mobilised one of 32 asymptomatic subjects. Students applied Grades I to IV central and unilateral PA mobilisation to C2 and C7 of one asymptomatic subject. Manual forces were measured in three directions using an instrumented treatment table. Spinal stiffness of mobilised subjects was measured at C2 and C7 using a device that applied a standard oscillating force while measuring this force and its concurrent displacement. Analysis of variance was used to determine differences between techniques and grades, intraclass correlation coefficients (ICC) were used to calculate the inter- and intrastudent repeatability of forces, and linear regression was used to determine the associations between applied forces and characteristics of students and mobilised subjects. Mobilisation forces increased from Grades I to IV (highest mean peak force, Grade IV C7 central PA technique: 63.7N). Interstudent reliability was poor [ICC(2,1)=0.23, 95% confidence interval (CI) 0.14 to 0.43], but intrastudent repeatability of forces was somewhat better (0.83, 95% CI 0.81 to 0.86). Higher applied force was associated with greater C7 stiffness, increased frequency of thumb pain, male gender of the student or mobilised subject, and a student being earlier in their learning process. Lower forces were associated with greater C2 stiffness. This study describes the cervical mobilisation forces applied by students, and the characteristics of the student and mobilised subject associated with these forces. These results form a basis for the development of strategies to provide objective feedback to students learning to apply cervical mobilisation. Copyright 2009 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Effects of tutor-related behaviours on the process of problem-based learning.

PubMed

Chng, Esther; Yew, Elaine H J; Schmidt, Henk G

2011-10-01

Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students' learning process and on their final achievement. The extent of students' learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students' ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors' subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases.

Underlying construct of empathy, optimism, and burnout in medical students.

PubMed

Hojat, Mohammadreza; Vergare, Michael; Isenberg, Gerald; Cohen, Mitchell; Spandorfer, John

2015-01-29

This study was designed to explore the underlying construct of measures of empathy, optimism, and burnout in medical students. Three instruments for measuring empathy (Jefferson Scale of Empathy, JSE); Optimism (the Life Orientation Test-Revised, LOT-R); and burnout (the Maslach Burnout Inventory, MBI, which includes three scales of Emotional Exhaustion, Depersonalization, and Personal Accomplishment) were administered to 265 third-year students at Sidney Kimmel (formerly Jefferson) Medical College at Thomas Jefferson University. Data were subjected to factor analysis to examine relationships among measures of empathy, optimism, and burnout in a multivariate statistical model. Factor analysis (principal component with oblique rotation) resulted in two underlying constructs, each with an eigenvalue greater than one. The first factor involved "positive personality attributes" (factor coefficients greater than .58 for measures of empathy, optimism, and personal accomplishment). The second factor involved "negative personality attributes" (factor coefficients greater than .78 for measures of emotional exhaustion, and depersonalization). Results confirmed that an association exists between empathy in the context of patient care and personality characteristics that are conducive to relationship building, and considered to be "positive personality attributes," as opposed to personality characteristics that are considered as "negative personality attributes" that are detrimental to interpersonal relationships. Implications for the professional development of physicians-in-training and in-practice are discussed.

What is behind a student's choice for becoming a doctor?

PubMed

Millan, Luiz Roberto; Azevedo, Raymundo Soares; Rossi, Eneiza; De Marco, Orlando Lúcio Neves; Millan, Marília Pereira Bueno; de Arruda, Paulo Correa Vaz

2005-04-01

To determine the reasons for choosing the medical profession by interviewing freshmen medical students from the Faculty of Medicine, University of São Paulo and investigating their socio-economic and psychological profiles, as well as to determine whether there are gender differences. One hundred and sixty three freshmen medical students answered a questionnaire regarding their socio-economical profile. Of those, 30 female and 30 male students underwent a face-to-face interview regarding the career choice, the Thematic Apperception Test (TAT) and the 16 Personality Factor Questionnaire (16 PF). The results were analyzed qualitatively and by Mann-Whitney, chi2, Fisher's Exact, and r(p) coefficient tests. Most students were middle class, catholic, and had physicians in their families. Students of both genders had made an: early choice of the medical career and a persistence in taking exams many times, even after being discouraged. They also showed an awareness of the difficulties and limitations in developing their careers. The study revealed a strong valuation of the humanistic aspects of medicine; openness to new experiences; a deep personal identification with the choice of profession; a critical need for fulfillment in their careers; and conscious and unconscious desires to help people and be recognized for their usefulness, without being narcissistic. Female students were more sensitive (P <.001) and less imaginative (P = .005) than male students, who were more utilitarian and less grounded; female students tended to present greater emotional maturity while male students presented a greater tendency towards competition, and were more ambitious. Students of both genders have similar socio-economical profiles and features regarding their motivations for choosing the medical profession. Slight differences were found regarding some psychological aspects.

Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment.

PubMed

Suldo, Shannon M; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski, Jessica; Shaffer, Emily

2009-01-01

Navigating puberty while developing independent living skills may render adolescents particularly vulnerable to stress, which may ultimately contribute to mental health problems (Compas, Orosan, & Grant, 1993; Elgar, Arlett, & Groves, 2003). The academic transition to high school presents additional challenges as youth are required to interact with a new and larger peer group and manage greater academic expectations. For students enrolled in academically rigorous college preparatory programs, such as the International Baccalaureate (IB) program, the amount of stress perceived may be greater than typical (Suldo, Shaunessy, & Hardesty, 2008). This study investigated the environmental stressors and psychological adjustment of 162 students participating in the IB program and a comparison sample of 157 students in general education. Factor analysis indicated students experience 7 primary categories of stressors, which were examined in relation to students' adjustment specific to academic and psychological functioning. The primary source of stress experienced by IB students was related to academic requirements. In contrast, students in the general education program indicated higher levels of stressors associated with parent-child relations, academic struggles, conflict within family, and peer relations, as well as role transitions and societal problems. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. Applied implications stem from findings suggesting that students in college preparatory programs are more likely to (a) experience elevated stress related to academic demands as opposed to more typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.

Normative Feedback for Parents of College Students: Piloting a Parent Based Intervention to Correct Misperceptions of Students’ Alcohol Use and Other Parents’ Approval of Drinking

PubMed Central

LaBrie, Joseph W.; Napper, Lucy E.; Hummer, Justin F.

2013-01-01

Objective Multi-component parent-based interventions (PBIs) provide a promising avenue for targeting alcohol use and related consequences in college students. Parents of college-aged children can have a significant influence on their children’s alcohol use decisions. However, parents tend to underestimate their own child’s alcohol use and overestimate other similar parents’ approval of student drinking. These misperceptions could have important implications for parents’ own attitudes and alcohol-related communication with their student. Targeting these misperceptions through normative feedback could help promote greater and more in-depth alcohol-related communication. The present study examines the potential efficacy of web-based alcohol-related normative feedback for parents of college students. Method A sample of 144 parents of college students received web-based normative feedback about students’ alcohol use and approval, as well as other same-college parents’ alcohol approval. Parents completed measures of perceived student alcohol use, student alcohol approval, other-parent alcohol approval, and intentions to discuss alcohol use both pre- and post-normative feedback. Results Post-feedback, parents reported stronger intentions to talk to their student about alcohol, were less confident in their knowledge of their students’ alcohol use, and believed that their student drank in greater quantity and more frequently than pre-feedback. Parents also perceived other parents to be less approving of alcohol use after viewing normative feedback. Conclusions These findings provide preliminary support for the use of web-based normative feedback for parents of college students. Given these promising results, further research developing and testing this approach merits attention. PMID:24099892

The Effectiveness of an Online Curriculum on High School Students' Understanding of Biological Evolution

NASA Astrophysics Data System (ADS)

Marsteller, Robert B.; Bodzin, Alec M.

2015-12-01

An online curriculum about biological evolution was designed to promote increased student content knowledge and evidentiary reasoning. A feasibility study was conducted with 77 rural high school biology students who learned with the online biological evolution unit. Data sources included the Biological Evolution Assessment Measure (BEAM), an analysis of discussion forum posts, and a post-implementation perceptions and attitudes questionnaire. BEAM posttest scores were significantly higher than the pretest scores. However, the findings revealed that the students required additional support to develop evidentiary reasoning. Many students perceived that the Web-based curriculum would have been enhanced by increased immediate interaction and feedback. Students required greater scaffolding to support complex, process-oriented tasks. Implications for designing Web-based science instruction with curriculum materials to support students' acquisition of content knowledge and science process skills in a Web-based setting are discussed.

A Faculty Workshop Model to Integrate Climate Change across the Curriculum

NASA Astrophysics Data System (ADS)

Teranes, J. L.

2017-12-01

Much of the growing scientific certainty of human impacts on the climate system, and the implications of these impacts on current and future generations, have been discovered and documented in research labs in colleges and universities across the country. Often these institutions also take decisive action towards combatting climate change, by making significant reductions in greenhouse emissions and pledging to greater future reductions. Yet, there are still far too many students that graduate from these campuses without an adequate understanding of how climate change will impact them within their lifetimes and without adequate workforce preparation to implement solutions. It may be that where college and universities still have the largest influence on climate change adaption and mitigation is in the way that we educate students. Here I present a curriculum workshop model at UC San Diego that leverages faculty expertise to infuse climate change education across disciplines to enhance UC San Diego students' climate literacy, particularly for those students whose major focus is not in the geosciences. In this model, twenty faculty from a breadth of disciplines, including social sciences, humanities, arts, education, and natural sciences participated in workshops and developed curricula to infuse aspects of climate change into their existing undergraduate courses. We particularly encouraged development of climate change modules in courses in the humanities, social sciences and arts that are best positioned to address the important human and social dimensions of climate change. In this way, climate change content becomes embedded in current course offerings, including non-science courses, to increase climate literacy among a greater number and a broader cross-section of students.

The effect of maternal employment on the elementary and junior high school students' mental health in Maku.

PubMed

Bakhtari Aghdam, Fatemeh; Ahmadzadeh, Sakineh; HassanAlizadeh, Zahra; Ebrahimi, Fatemeh; Sabzmakan, Leila; Javadivala, Zeinab

2015-02-24

Most experts view the childhood period as a foundation for shaping the individuals' fundamental future characteristics and behaviors. They believe that parents' personality and behavior quality exert a greater effect on the development of a child's personality than other factors. Given the mothers' role in children's mental health and considering the fact that children are a nation's future makers, the present study was designed to investigate the impact of maternal employment on students' mental health in Maku. The present study is descriptive and cross-sectional, and the population of the study encompasses all students in the fifth, sixth, and seventh grades (n=583) who are studying in 2013-2014 academic year in Maku. General Heath Questionnaire was employed for gathering data, and the SPSS software was used for analyzing the data. The results of the study indicated that there was a significant difference between the mental health problems, somatic problems, social functioning, anxiety, and depression of the students with employed and non-employed mothers. In other words, the students with non-working mothers experienced greater mental disorders than those with working mothers. According to the findings of this study, it can be concluded that children with working mothers showed a better mental health than non-working mothers' children.

Daily Variations in Spring Break Alcohol and Sexual Behaviors Based on Intentions, Perceived Norms, and Daily Trip Context

PubMed Central

Patrick, Megan E.; Lee, Christine M.

2012-01-01

Objective: Given the known risks of alcohol use and sexual behavior for college students on Spring Break, this study was designed to document the behaviors and correlates associated with being on a Spring Break trip on a given day (controlling for average time on a trip). Method: Participants were undergraduate students (n = 261; 55% women) who reported that they planned to go on a Spring Break trip. Web-based survey responses before and after Spring Break documented perceived norms, intentions, and actual behavior on each of the 10 days of Spring Break. Results: Students who went on longer trips, who previously engaged in more heavy episodic drinking, or who had greater pre–Spring Break intentions to drink reported greater alcohol use during Spring Break. Similarly, students with greater pre–Spring Break intentions to have sex, greater perceived norms for sex, or more previoussexual partners had greater odds of having sex. On days students were on trips, they had a greater likelihood of having sex, drinking to higher estimated blood alcohol concentrations, consuming more drinks, and reporting perceived drunkenness than on nontrip days, especially if they had intentions to have sex and drink alcohol (and, for models predicting sexual behavior and drunkenness, had greater perceived norms for sex and drinking). Conclusions: Students who went on Spring Break trips engaged in more risk behaviors. In addition, the context of being on a trip on a given day was associated with increased risk, especially if they had stronger intentions and, in some cases, higher perceived norms. Further research is needed to describe the contexts of Spring Break trips and how to intervene effectively. PMID:22630797

Veterinary student competence in equine lameness recognition and assessment: a mixed methods study.

PubMed

Starke, Sandra D; May, Stephen A

2017-08-12

The development of perceptual skills is an important aspect of veterinary education. The authors investigated veterinary student competency in lameness evaluation at two stages, before (third year) and during (fourth/fifth year) clinical rotations. Students evaluated horses in videos, where horses were presented during trot on a straight line and in circles. Eye-tracking data were recorded during assessment on the straight line to follow student gaze. On completing the task, students filled in a structured questionnaire. Results showed that the experienced students outperformed inexperienced students, although even experienced students may classify one in four horses incorrectly. Mistakes largely arose from classifying an incorrect limb as lame. The correct detection of sound horses was at chance level. While the experienced student cohort primarily looked at upper body movement (head and sacrum) during lameness assessment, the inexperienced cohort focused on limb movement. Student self-assessment of performance was realistic, and task difficulty was most commonly rated between 3 and 4 out of 5. The inexperienced students named a considerably greater number of visual lameness features than the experienced students. Future dedicated training based on the findings presented here may help students to develop more reliable lameness assessment skills. © British Veterinary Association (unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Gender issues in graduate science success

NASA Astrophysics Data System (ADS)

Ferreira, Maria M.

Investigators have developed various explanations for the under-representation of women in science. While some feminist scholars postulate that the Western practices of scientific inquiry make their pursuit by females unattractive, others have investigated various aspects of the education process and their influence in students' interest in science. Research indicates that women continue to drop out of science even after choosing a science major. This trend continues in graduate school. However, few researchers have tried to examine, in a comprehensive manner, the various factors that may contribute to student attrition, particularly female, from graduate science programs. The purpose of this study was to explore the perspectives of graduate students on their work environment in two science departments. Quantitative and qualitative methodologies were used to determine gender and departmental differences in students' perspectives in four areas: (1) the nature of science, (2) students' relationships with their colleagues, (3) students' relationships with their advisors, and (4) students' perceptions of the overall environment in their departments. Results of the study include: (a) female and male students entered graduate school with comparable levels of self-confidence and undergraduate GPAs; (b) female and male students maintained comparable GPAs during their stay in the program and spent equal number of hours doing research in their laboratories; (c) while in graduate school female students experienced a significantly greater decrease in self-confidence than their male colleagues; (d) the attrition rate among female students was significantly greater than among their male counterparts; (e) in general, female students perceived their working environment more negatively than their male colleagues; and (f) the science department with the highest overall graduate student attrition rate (36% vs. 22%) also had a smaller percentage of female students (30% vs. 43%) and female faculty (0% vs. 19%), and was seen by female students, but not by male students or by faculty, as a less supportive environment.

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

College Students' Sexual Attitudes and Behaviors, 1974-1985: A Review of the Literature.

ERIC Educational Resources Information Center

Spees, Emil R.

1987-01-01

Reviewed the literature on college students' sexual attitudes and behaviors from 1974 through 1985. Found a rise in sexual activity and in openness to discuss sexual issues, a relationship between soft drugs and sexual activity, greater concern for rape, and greater male student awareness of male responsibility for contraceptive behavior.…

Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education

ERIC Educational Resources Information Center

Sheen, Jefferson C.

2017-01-01

There are a greater number of inclusive postsecondary education (PSE) programs for students with intellectual disabilities (ID) in the U.S. than ever before. Consequently, there are a greater number of students with ID who now have the opportunity to participate in fully inclusive PSE programs with the intent of improving their transition outcomes…

Towards environment and health promoting South African schools.

PubMed

Mathee, A; Byrne, J

1996-03-01

This article describes the activities of the Greater Johannesburg Healthy Schools Program of the World Health Organization's (WHO) Healthy Cities Project in South Africa. Healthy Cities projects emphasize community participation, intersectoral action, supportive environments for health, and a settings approach. Children in South Africa, are exposed to environmental and health hazards in the school setting including poor building design, poor equipment, and understaffing. The Healthy Schools initiative in Greater Johannesburg, is a pilot for enhancing environmental quality, health, and well-being among students. Schools include those in an informal settlement in an industrial area, an inner city district, and in a suburban area. The initiative includes research, establishment of environmental and health committees, development of an action plan, and evaluation and feedback. The plan aims to promote environmental and health sustainability, to empower children to become full participants in the community, and to support teachers and parents in the promotion of health-enhancing school environments. The program builds upon the lessons learned from several local school initiatives. Initiatives include an anti-smoking poster competition involving over 10,000 students, special environmental and health awareness days, consciousness raising among high school students about air pollution, and local efforts to engage students in environmental clean-up days.

The Subject and the Setting: Re-Imagining Opportunities for Primary Teachers' Subject Knowledge Development on School-Based Teacher Education Courses

ERIC Educational Resources Information Center

Knight, Rupert

2017-01-01

The landscape of teacher education is undergoing significant change in many countries and this is often associated with a move towards greater school involvement in the preparation of teachers. One aspect of teaching expertise that is particularly challenging for primary student-teachers is the development of subject knowledge across a wide range…

Poststructural Feminist Pedagogy in English Instruction of Vocational-and-Technical Education

ERIC Educational Resources Information Center

Wang, Ya-huei; Chao, C. Y.; Liao, Hung-Chang

2011-01-01

The purpose of this study was to develop a poststructural feminist pedagogical model and to investigate whether vocational-and-technical college students receiving poststructural feminist instruction would exhibit better learning achievement and critical thinking ability, and express greater satisfaction with their classes than those receiving…

Is It Counting, or Is It Adding?

ERIC Educational Resources Information Center

Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret

2014-01-01

The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this…

Enhancing Extensive Reading with Data-Driven Learning

ERIC Educational Resources Information Center

Hadley, Gregory; Charles, Maggie

2017-01-01

This paper investigates using data-driven learning (DDL) as a means of stimulating greater lexicogrammatical knowledge and reading speed among lower proficiency learners in an extensive reading program. For 16 weekly 90-minute sessions, an experimental group (12 students) used DDL materials created from a corpus developed from the Oxford Bookworms…

Students' Motivation, Perceived Environment and Professional Commitment: An Application of Astin's College Impact Model

ERIC Educational Resources Information Center

Ahmad, Zauwiyah; Anantharaman, R. N.; Ismail, Hishamuddin

2012-01-01

Professional commitment is significant to the accounting profession as it leads to greater sensitivities towards ethics issues and increases job involvement. This study argues that professional commitment towards accounting profession is developed during tertiary education or at the anticipatory socialization phase. The significance of…

Evolution: Don't Debate, Educate.

ERIC Educational Resources Information Center

Bybee, Rodger W.

2000-01-01

Discusses controversy over the teaching of biological evolution and other scientific ideas such as Big Bang theory. Recommends that teachers avoid debating creationists, help students develop a greater understanding and appreciation for science as a way of explaining the natural world, and emphasize inquiry and the nature of science. (Contains 19…

Microscale and Compact Scale Chemistry in South Africa

ERIC Educational Resources Information Center

Taylor, Warwick

2011-01-01

Reduced costs and greater time efficiency are often quoted among the main benefits of microscale chemistry. Do these benefits outweigh some of the limitations and difficulties faced in terms of students needing to develop new manipulation skills, and teachers requiring training in terms of implementation and management? This article describes a…

Cross-Cultural Contact in Counseling Training.

ERIC Educational Resources Information Center

Diaz-Lazaro, Carlos M.; Cohen, B. Beth

2001-01-01

Reports on the importance of cross-cultural contact in the development of multicultural counseling competencies (MCCs). Results reveal that the greater the prior cross-cultural life experience, the higher were students' MCCs measured at the beginning of a multicultural counseling course. MCCs measured at the end of the course were significantly…

Competing Higher Education Futures in a Globalising World

ERIC Educational Resources Information Center

Lefrere, Paul

2007-01-01

Globalisation, together with readier access to capability-enhancing technologies and to technological insights once restricted to a few leading economies, are resulting in greater competition within Europe, and more widely within the developed world, for influence of all kinds (not just influence over the choices that foreign students make about…

Internationalizing Courses: A Faculty Development Process

ERIC Educational Resources Information Center

Osakwe, Nneka Nora

2017-01-01

A core strategy for campus internationalization lies with well-trained faculty who can embody international and intercultural learning into their courses. Because over 90% of US students do not study abroad, the urgency to internationalize courses is even greater now than ever. Few research publications focus on course internationalization process…

LABORATORY FOR CHANGE--THE MADISON AREA PROJECT. SUMMARY REPORT.

ERIC Educational Resources Information Center

HALL, SHIRLEY W.

THE PROJECT HAD ITS BEGINNING AT ONE JUNIOR HIGH SCHOOL. ATTENTION WAS TURNED TO THE VARIETY OF URBAN PROBLEMS WHICH CAUSE EDUCATIONAL DISADVANTAGEMENT. TEACHER PREPARATION, DESEGREGATION, PRESCHOOL, TRAINING, CURRICULUM DEVELOPMENT, STUDENT MOTIVATION, AND SCHOOL DROPOUTS WERE IDENTIFIED AS SOME OF THE MAJOR AREAS IN NEED OF GREATER ATTENTION.…

CEEB Campus to Prospective Student Programs.

ERIC Educational Resources Information Center

Kirkman, Kay

Johnson County Community College, one of 20 institutions of higher education in the greater Kansas City metropolitan area, has developed a comprehensive communications program which works. Close to eight percent of the college's current operating budget is dedicated to the communication process. Most publications are printed on campus by the Word…

Synthesising Theory and Practice: Distributed Leadership in Higher Education

ERIC Educational Resources Information Center

Jones, Sandra; Harvey, Marina; Lefoe, Geraldine; Ryland, Kevin

2014-01-01

Changes facing higher education from increased government, student and community demands are resulting in a greater focus on leadership within universities. Attempts to adapt to higher education theory that underpins leadership in other sectors have been criticised for failing to recognise its unique role in the development of creative and…

Personal gambling expectancies among Asian American and White American college students.

PubMed

Chan, Alan Ka Ki; Zane, Nolan; Wong, Gloria M; Song, Anna V

2015-03-01

Many college students are involved in gambling behavior as a recreational activity. Their involvement could potentially develop into problem gambling, an issue of increasing concern to student health. At the same time, evidence suggests that Asian Americans are overrepresented amongst problem gamblers in this age period. Research on factors related to initiation and development of problem gambling in college students is necessary to inform the development of effective and culturally-sensitive prevention efforts against gambling. The relationships between personal gambling expectancies at two levels of specificity (two general and six specific types of expectancies) and college student gambling at two levels of behavior (initiation and problems) were examined in a sample of 813 Asian American and White American college students. The study aimed to address (a) whether expectancies explained ethnic differences in gambling, (b) ethnic similarities and differences in the pattern of relationships between expectancies and gambling, and (c) whether expectancies that emerged in both ethnic groups have a greater risk or protective effect for one group than another. Results showed that Asian American students reported more problem gambling than White American students, but expectancies did not account for this group difference. Risk and protective factors for initiation were relatively similar between groups, but different patterns of risk emerged for each group for problem gambling. Implications for college primary prevention and harm reduction programs are discussed.

Transdisciplinary assignments in graduate health education as a model for future collaboration.

PubMed

Christie, Catherine; Smith, A Russell; Bednarzyk, Michele

2007-01-01

Transdisciplinary health care continues to be at the forefront of patient treatment in the medical arena, in part due to escalating health care costs, an increasing aging population, and the development of multiple chronic diseases. Gaining the knowledge, experience, and principles associated with transdisciplinary teamwork to successfully prepare for modern-day practice is therefore essential for individuals of various health care professions. This report describes an assignment developed and implemented to facilitate professional interaction between graduate physical therapy, nutrition, and nursing students. The objectives of this assignment were to determine through student evaluation the effects of a transdisciplinary experience on students' understanding of the role of another discipline and students' communication skills across disciplines. When evaluating the assignment, students most often remarked that they developed a greater understanding of the roles of the included disciplines and reported a significant increase in communication skills. However, some students did not concur that this assignment was effective due to the scheduling conflicts and lack of teamwork that can occur during a collaborative project. The students' reports of their experiences in completing the assignment provide valuable insights for implementing and/or updating a preparatory transdisciplinary education component in other settings. Additional research can focus on the challenges faced by the majority of the students venturing into actual health care or "real-world" settings for comparative studies.

Personal Gambling Expectancies among Asian American and White American College Students

PubMed Central

Chan, Alan Ka Ki; Zane, Nolan; Wong, Gloria; Song, Anna

2013-01-01

Many college students are involved in gambling behavior as a recreational activity. Their involvement could potentially develop into problem gambling, an issue of increasing concern to student health. At the same time, evidence suggests that Asian Americans are overrepresented amongst problem gamblers in this age period. Research on factors related to initiation and development of problem gambling in college students is necessary to inform the development of effective and culturally-sensitive prevention efforts against gambling. The relationships between personal gambling expectancies at two levels of specificity (two general and six specific types of expectancies) and college student gambling at two levels of behavior (initiation and problems) were examined in a sample of 813 Asian American and White American college students. The study aimed to address (a) whether expectancies explained ethnic differences in gambling, (b) ethnic similarities and differences in the pattern of relationships between expectancies and gambling, and (c) whether expectancies that emerged in both ethnic groups have a greater risk or protective effect for one group than another. Results showed that Asian American students reported more problem gambling than White American students, but expectancies did not account for this group difference. Risk and protective factors for initiation were relatively similar between groups, but different patterns of risk emerged for each group for problem gambling. Implications for college primary prevention and harm reduction programs are discussed. PMID:23832755

The experiences of students in interprofessional learning.

PubMed

Telford, Mark; Senior, Emma

2017-03-23

This article explores the experiences of undergraduate healthcare students within interprofessional education (IPE) using a qualitative research study. The motive to undertake this study was as a result of mixed evaluations of IPE sessions. The study aimed to analyse student experiences of IPE, and as a result provide greater insight into how this type of education could be enhanced. Participants were selected through voluntary recruitment and data were collected using a focus group involving 12 participants who responded. Data analysis identified two key themes highlighting the barriers to engagement in IPE and factors that enable participants to engage. The study provides guidance for further developments and improvements when designing and delivering IPE.

Part-Time Work and Physical Activity in American High School Students.

PubMed

Van Domelen, Dane R

2015-08-01

To compare physical activity (PA) in American high school students who work part-time with those who do not work. Data were obtained from the National Health and Nutrition Examination Survey 2003 to 2006 (n = 791). Work status was self-reported and PA was measured using accelerometers. In males, adjusted for age, race, and poverty-income ratio, workers averaged greater counts per minute, less sedentary time, and greater moderate-to-vigorous PA compared with nonworkers. In females, workers and nonworkers had similar counts per minute, whereas nonworkers had somewhat greater moderate-to-vigorous PA. There was a work-by-school status interaction on sedentary time (P = 0.021), whereby work was associated with less sedentary time among students not on break from school. In American high school students, work is associated with greater PA in males and a different composition of PA in females.

The impact of size of cooperative group on achievement, social support, and self-esteem.

PubMed

Bertucci, Andrea; Conte, Stella; Johnson, David W; Johnson, Roger T

2010-01-01

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.

The Impact of an Infant Oral Health Program on Dental Students' Knowledge and Attitudes.

PubMed

Nascimento, Marcelle M; Mugayar, Leda; Tomar, Scott L; Garvan, Cynthia W; Catalanotto, Frank A; Behar-Horenstein, Linda S

2016-11-01

The high prevalence of early childhood caries and many general dentists' reluctance to treat young children and pregnant women demand new educational programs to foster delivery of oral health services. The aim of this study was to evaluate the impact of an Infant Oral Health Program (IOHP) at the University of Florida College of Dentistry on dental students' knowledge about and willingness to provide dental care for infants, children up to three years of age, and pregnant women. A total of 233 dental students in the first through fourth years and recent graduates completed a survey that assessed the educational outcomes of the IOHP; only the fourth-year students had received IOHP training. The results showed that females were more likely than males to provide counseling to caregivers about dental and physical development (p=0.024) and to offer restorative treatment to young children (p=0.021). Older students were more likely than younger students to provide restorative treatment (p=0.013). A greater percentage of IOHP-trained students (96%) reported knowing how to use the lap examination technique compared with untrained students (71%; p<0.001). IOHP-trained students were the most uncomfortable dealing with a crying child in the dental chair (p=0.0175). The graduates and fourth-year students were significantly more likely than the other cohorts to provide preventive (p=0.001) and restorative (p<0.001) care for pregnant women. The graduates were least likely to use some form of caries risk assessment (p<0.001). These findings highlight the need for earlier and greater exposure to the IOHP and the importance of promoting awareness about risk assessment and oral disease management.

The Effectiveness of the AAS REU Program

NASA Astrophysics Data System (ADS)

Hemenway, M. K.; Boyce, P. B.; Milkey, R. W.

1996-05-01

In an attempt to address the particular needs of astronomy faculty and undergraduate students, in 1991 the Education Office of the American Astronomical Society approached the National Science Foundation with a unique proposal for funding through the Research Experiences for Undergraduates program. The goals of the AAS program were to "slow the hemorrhage of students out of science...", extend the REU program to non-NSF-funded scientists, to reach under-represented women and minority students particularly in small educational institutions, and to encourage research scientists there to mentor students. As this grant has now expired, the AAS has surveyed the 44 mentors and their students to assess the program's effect on the mentor and the mentor's career; the educational institution; and the student's education and career choices. More than half the mentors responded by the abstract deadline. The program clearly had an effect upon the individuals involved. The greatest effect (in 85% of the cases) was to develop more interest in the mentor's research project both among the students and among the mentor's faculty colleagues. The mentors rated the grant to be a medium or strong factor in their student's decision to pursue graduate study, which 90% of them did. All but one of the AAS-REU students attended an AAS meeting and 3/4 of those gave a paper on their project research. Over 90% of the mentors felt that the research experience strongly promoted a greater interest in science, a greater understanding of science and a desire to continue in science. According to the mentors, this was a very positive and beneficial program for the students as well as for themselves.

Undergraduate medical students’ empathy: current perspectives

PubMed Central

Quince, Thelma; Thiemann, Pia; Benson, John; Hyde, Sarah

2016-01-01

Empathy is important to patient care. It enhances patients’ satisfaction, comfort, self-efficacy, and trust which in turn may facilitate better diagnosis, shared decision making, and therapy adherence. Empathetic doctors experience greater job satisfaction and psychological well-being. Understanding the development of empathy of tomorrow’s health care professionals is important. However, clinical empathy is poorly defined and difficult to measure, while ways to enhance it remain unclear. This review examines empathy among undergraduate medical students, focusing upon three main questions: How is empathy measured? This section discusses the problems of assessing empathy and outlines the utility of the Jefferson Scale of Empathy – Student Version and Davis’s Interpersonal Reactivity Index. Both have been used widely to assess medical students’ empathy. Does empathy change during undergraduate medical education? The trajectory of empathy during undergraduate medical education has been and continues to be debated. Potential reasons for contrasting results of studies are outlined. What factors may influence the development of empathy? Although the influence of sex is widely recognized, the impact of culture, psychological well-being, and aspects of undergraduate curricula are less well understood. This review identifies three interrelated issues for future research into undergraduate medical students’ empathy. First, the need for greater clarity of definition, recognizing that empathy is multidimensional. Second, the need to develop meaningful ways of measuring empathy which include its component dimensions and which are relevant to patients’ experiences. Medical education research has generally relied upon single, self-report instruments, which have utility across large populations but are limited. Finally, there is a need for greater methodological rigor in investigating the possible determinants of clinical empathy in medical education. Greater specificity of context and the incorporation of work from other disciplines may facilitate this. PMID:27536168

Key Strategies for Improving School Nutrition: A Case Study of Three School Nutrition Program Innovators

ERIC Educational Resources Information Center

Sacheck, Jennifer M.; Morgan, Emily H.; Wilde, Parke; Griffin, Timothy; Nahar, Elizabeth; Economos, Christina D.

2012-01-01

Purpose/Objective: This case study identified common elements of three diverse New England school districts that were real-world models of improving school meals. Methods: School districts that had greater than 1,000 students, [greater than or equal to]3 schools, and [greater than or equal to]40% of students who qualified for free- or…

Peer Assessment with Online Tools to Improve Student Modeling

NASA Astrophysics Data System (ADS)

Atkins, Leslie J.

2012-11-01

Introductory physics courses often require students to develop precise models of phenomena and represent these with diagrams, including free-body diagrams, light-ray diagrams, and maps of field lines. Instructors expect that students will adopt a certain rigor and precision when constructing these diagrams, but we want that rigor and precision to be an aid to sense-making rather than meeting seemingly arbitrary requirements set by the instructor. By giving students the authority to develop their own models and establish requirements for their diagrams, the sense that these are arbitrary requirements diminishes and students are more likely to see modeling as a sense-making activity. The practice of peer assessment can help students take ownership; however, it can be difficult for instructors to manage. Furthermore, it is not without risk: students can be reluctant to critique their peers, they may view this as the job of the instructor, and there is no guarantee that students will employ greater rigor and precision as a result of peer assessment. In this article, we describe one approach for peer assessment that can establish norms for diagrams in a way that is student driven, where students retain agency and authority in assessing and improving their work. We show that such an approach does indeed improve students' diagrams and abilities to assess their own work, without sacrificing students' authority and agency.

Analysis of pharmacy student motivators and deterrents for professional organization involvement.

PubMed

Petersen, Erin; Wascher, Molly; Kier, Karen

2017-07-01

The purpose of this study was to determine motivators and deterrents impacting a student pharmacist's decision to join professional organizations. The goal was to create a list of meaningful factors that organizations can use for membership recruitment. This descriptive study utilized a blinded electronic survey sent to eight accredited pharmacy schools in Ohio, Michigan, Wisconsin, Indiana, Illinois, and Kentucky. The survey assessed motivating and hindering factors, as well as demographic data. Eight-hundred fifty-six students completed the survey, a 15.05% participation rate. Professional development and networking were the top two endorsed motivational factors, selected as significant by 88.0% and 87.5% respectively. Upon chi-square analysis, networking (p<0.001), involvement opportunities (p=0.01), and scholarships (p=0.02) were motivating factors with which membership was found to be significantly influenced. Networking and involvement opportunities were more significant for members while scholarships were a greater motivator among nonmembers. Time required for involvement and cost were the most commonly selected hindrances with 78% and 76% respectively identifying these as significant barriers. The hindering factor found to be significantly different between active members and nonmembers was bylaws/rules of the organization (p=0.032), with non-members rating this as a greater consideration than current members. Multiple factors contribute to a student's decision to join a professional organization. Those active members find greater significance in networking involvement opportunities. Non-member students found scholarships more motivating and recognize bylaws as a consideration for membership more than current members. These results emphasize the multifactorial nature of membership and may direct future membership initiatives. Copyright © 2017 Elsevier Inc. All rights reserved.

Persistence factors among engineering students at the Polytechnic University of Puerto Rico: Student perceptions and curricular implications

NASA Astrophysics Data System (ADS)

Gonzalez Juarbe, Juan M.

Various persistence studies demonstrate that there is a direct correlation between college or university academic program completion and the amount of students' involvement in the college or university on a social, academic, and institutional level. These studies suggest that, over the course of time, the greater the level of involvement the greater the probability of increased persistence towards program completion. Student persistence among Hispanic engineering students was researched at the Polytechnic University of Puerto Rico during the period of January 2002 to April 2003. Persistence factors lead students to either one of the following behaviors: (1) to re-enroll, (2) to switch to another educational program, or (3) to depart from the institution. Increased student persistence is the result of recurring decisions to re-enroll each trimester. Decreased student persistence is the outcome associated with a decision to either depart or switch to another educational vocation. Early departure at the institution is linked to perceptions formed day-to-day as the student experiences the educational environment. These perceptions inspire behavioral outcomes to either persist or depart the education process. Desirable behavioral outcomes are closely related with educational commitments leading to increased persistence. Likewise, undesirable behavioral outcomes are those resulting in decreased persistence. Satisfactory student experiences in successfully achieving social, academic, and institutional responsibilities set the course towards increased persistence. In the research undertaken, student and faculty educational experiences were analyzed and documented. This was accomplished by the use of a combined quantitative and qualitative research methodology. The volunteer participants in this study included: six full time professors, eight part time professors, eighty-one students at a job fair, and seven individual student participants. Personal data on the participants was kept confidential. A questionnaire based on persistence variable indicators was developed and used as a data collection instrument for a statistical quantitative analysis. Eighty-one students responded to questionnaire items using a Likert scale ranging from one representing disagreement to five representing agreement. This was followed by a qualitative analysis to increase the scope and depth of the quantitative phase. The qualitative analysis involved discussions with full time professors, part time professors, students, and student graduates. Persistence indicators were then classified into social, academic, and institutional classifications to develop a graphic model of student persistence and a persistence interaction formula indicator. Student persistence levels are proportionally correlated to student contentment with educational outcomes.

Development and evaluation of an active instructional framework for undergraduate biology education

NASA Astrophysics Data System (ADS)

Lysne, Steven John

The practice of science education in American colleges and universities is changing and the role of faculty is changing as well. There is momentum in higher education to transform our instruction and do a better job at supporting more students' success in science and engineering programs. New teaching approaches are transforming undergraduate science instruction and new research demonstrates that these new approaches are more engaging for students, result in greater achievement, and create more positive attitudes toward science careers. Additionally, teaching scholars have described a paradigm shift toward placing the burden of content coverage on students which allows more time for in-class activities such as discussion and problem solving. Teaching faculty have been asked to redesign their courses and rebrand themselves as facilitators of student learning, rather than purveyors of information, to improve student engagement, achievement, and attitudes. This dissertation is a critical evaluation of both the assumption that active learning improves student achievement and knowledge retention and my own assumptions regarding science education research and my students' resiliency. This dissertation is a collection of research articles, published or in preparation, presenting the chronological development (Chapters 2 and 3) and evaluation (Chapters 4 and 5) of an active instructional model for undergraduate biology instruction. Chapters 1 and 6.provide a broad introduction and summary, respectively. Chapter 2 is an exploration of student engagement through interviews with a variety of students. From these interviews I identified several themes that students felt were important, and science instructors need to address, including the place where learning happens and strategies for better engaging students. Chapter 3 presents a review of the science education literature broadly and more focused review on the how students learn and how faculty teach. Consistent with what my student interviews suggested, I found that engaging students by way of innovative instructional approaches is a major theme in science education. I conclude by arguing for the development of collaborative learning communities and the use of cognitive apprenticeships in science classrooms. In Chapter 4 I presented the development and initial evaluation of an instructional framework for undergraduate biology classrooms. I found that student satisfaction as measured by end-of-course iv evaluations increased compared to my previous instructional model. I concluded that the instructional framework was efficacious and proceeded to evaluate the model in the context of knowledge acquisition and retention. Chapter 5 is the culmination of the work I conducted for the research presented in Chapters 2 through 4. In Chapter 5 I formally test the hypotheses that my instructional framework presented in Chapter 4 results in no greater knowledge acquisition or retention compared to a more traditional lecture model of instruction. I failed to reject these hypotheses which runs contrary to much published literature; the implications of my findings are discussed.

Assessing Acculturation Over Time: A Four-year Prospective Study of Asian American Young Adults

PubMed Central

Murray, Kate E.; Klonoff, Elizabeth A.; Garcini, Luz M.; Ullman, Jodie B.; Wall, Tamara L.; Myers, Mark G.

2014-01-01

Acculturation is commonly defined as a dynamic and multidimensional process in which individuals and groups change over time when coming into contact with another culture. Despite the emphasis on acculturation as a process of change over time, few researchers have directly assessed this hypothesis. The current study first identifies and then examines “stable” and “dynamic” dimensions of acculturation within a 4-year prospective study of 433 first- and second-generation Chinese- and Korean-American college students. Separate growth model analyses revealed significant linear change for first-generation students toward greater U.S. acculturation. In comparison, tests of linear and quadratic change for second-generation students were not significant. When stratifying by gender, acculturation increased for women but there was no significant change in acculturation for men. While all students reported increases in alcohol consumption over the study period, changes in acculturation predicted changes in alcohol consumption only for women. Chinese men showed greater increases in alcohol consumption than Korean men but there was no effect for ethnicity among women. There was significant individual variability in the models, which underscores the importance of examining change prospectively through within and between person analyses. The findings highlight the importance of examining acculturation changes over time for different migrant groups with implications for further development of acculturation measures, research methodologies, and health interventions. More prospective research designs of acculturation are needed to examine changes in health behavior and overall adaptation across migrant groups at varying stages of development. PMID:25558310

Advanced Mathematical Study and the Development of Conditional Reasoning Skills

PubMed Central

Attridge, Nina; Inglis, Matthew

2013-01-01

Since the time of Plato, philosophers and educational policy-makers have assumed that the study of mathematics improves one's general ‘thinking skills’. Today, this argument, known as the ‘Theory of Formal Discipline’ is used in policy debates to prioritize mathematics in school curricula. But there is no strong research evidence which justifies it. We tested the Theory of Formal Discipline by tracking the development of conditional reasoning behavior in students studying post-compulsory mathematics compared to post-compulsory English literature. In line with the Theory of Formal Discipline, the mathematics students did develop their conditional reasoning to a greater extent than the literature students, despite them having received no explicit tuition in conditional logic. However, this development appeared to be towards the so-called defective conditional understanding, rather than the logically normative material conditional understanding. We conclude by arguing that Plato may have been correct to claim that studying advanced mathematics is associated with the development of logical reasoning skills, but that the nature of this development may be more complex than previously thought. PMID:23869241

Impulsivity and alcohol-related risk among college students: examining urgency, sensation seeking and the moderating influence of beliefs about alcohol's role in the college experience.

PubMed

LaBrie, Joseph W; Kenney, Shannon R; Napper, Lucy E; Miller, Kevin

2014-01-01

The personality trait of impulsivity is predictive of heavy drinking and consequences among college students. The current study examined how impulsivity-measured via positive urgency, negative urgency, and sensation seeking-and a person's beliefs about the role alcohol plays in the college experience relate to drinking and consequences in a sample of 470 college students (mean age=19 years, 61.3% female, 59.8% White). In support of the hypotheses, sensation seeking independently predicted greater drinking, and both positive urgency and negative urgency predicted greater experience of alcohol-related negative consequences after controlling for consumption level. Moreover, alcohol beliefs moderated the relationship between impulsivity types and alcohol outcomes. Among students high (versus low) in sensation seeking, strong beliefs about alcohol's role in college life were related to significantly greater drinking, and among students high (versus low) in negative urgency, endorsing strong beliefs about alcohol's role in college life were related to greater levels of alcohol-related negative consequences. Overall, findings inform college prevention efforts by highlighting the need to distinguish unique facets of impulsivity and examine how they intersect with students' beliefs about alcohol in college. © 2013.

Utilizing community and voluntary sector partnerships to survey and compare the health outcomes of hard-to- reach groups to the wider community-the EURO- URHIS 2 Hard-to-Reach Project.

PubMed

Harrison, Annie; Robinson, Christine; Williams, Greg; Clough, Gary; Owusu, Melvina Woode; Verma, Arpana

2017-05-01

This article describes the Hard-to-Reach (HtR) Project that was developed to capture health and lifestyle data from groups who are HtR by postal surveys within the larger EURO-URHIS 2 project. By collaborating with partner organizations, data were collected using standard survey tools, allowing for comparison with the wider population. Following a scoping exercise to determine which groups were HtR in Greater Manchester, black and minority ethnic (BME) groups and students were selected. BME groups were surveyed through partnership with Community and Voluntary Sector Organizations (CVSOs). Language barriers were addressed through the recruitment of volunteer interpreters. Students were surveyed by accessing university premises. Fifteen survey visits took place at nine CVSOs and five visits to University facilities. In total, 144 eligible surveys were collected. There were significant differences for both HtR groups, compared with Greater Manchester and the EURO-URHIS 2 mean. Both HtR groups had worse outcomes than both Greater Manchester and EURO-URHIS 2 for psychological problems. In addition, students had worse outcomes for passive smoking, binge drinking, use of cannabis, lack of access to green spaces, less sense of belonging and social cohesion and damp or mildewed homes, and better outcomes for self-perceived health and overweight and obesity. BME had in addition worse outcomes than both Greater Manchester and EURO-URHIS 2 for long-standing restrictive illness. Despite the limitations of this study, the development of this methodology allowed for the collection of comparable data, showing up statistically significant differences between the HtR populations and the wider population which merits further investigation. © The Author 2015. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

The NUTS CubeSat Project: Spin-Offs and Technology Development

NASA Astrophysics Data System (ADS)

Birkeland, R.; Stein, T. A.; Tommer, M.; Beermann, B.; Petrasch, J.; Gjersvik, A.

2015-09-01

The development of CubeSats allows for the conception and implementation of new approaches and technologies. In this paper we present a spin-off and technology innovation resulting from the NTNU Test Satellite (NUTS). NUTS is a 2U CubeSat under development by students of the Norwegian University of Science and Technology (NTNU) in Trondheim, Norway. The satellite is due to launch in 2017 and is based upon in-house developments. We will describe the innovative carbon-fibre frame, radio systems and proposals for an infrared camera for atmospheric gravity waves observations. A NUTS spinoff, the Cosmic Particle Telescope (CPT-SCOPE), will be presented in greater detail since it has been selected for the BEXUS 20 campaign in autumn 2015. CPT-SCOPE is a Norwegian-German compact radiation monitor prototype developed by students.

Short communication: Characteristics of student success in an undergraduate physiology and anatomy course.

PubMed

Gwazdauskas, F C; McGilliard, M L; Corl, B A

2014-10-01

Several factors affect the success of students in college classes. The objective of this research was to determine what factors affect success of undergraduate students in an anatomy and physiology class. Data were collected from 602 students enrolled in the Agriculture and Life Sciences (ALS) 2304 Animal Physiology and Anatomy course from 2005 through 2012. The data set included 476 females (79.1%) and 126 males (20.9%). Time to complete exams was recorded for each student. For statistical analyses, students' majors were animal and poultry sciences (APSC), agricultural sciences, biochemistry, biological sciences, dairy science, and "other," which combined all other majors. All analyses were completed using the GLIMMIX procedure of SAS (SAS Institute Inc., Cary, NC). Gender, major, matriculation year, major by year interaction, gender by year interaction, and time to complete the exam affected final course grade. The significant gender effect was manifested in the final grade percentage of 75.9 ± 0.4 for female students compared with 72.3 ± 0.6 for male students. Junior males had final course grades comparable with those of females, but sophomore and senior males had lower final course grades than other combinations. Biology majors had a final grade of 82.4 ± 0.6 and this grade was greater than all other majors. Students classified as "other" had a final score of 74.4 ± 0.8, which was greater than agricultural science majors (69.5 ± 0.9). The APSC grade (72.6 ± 0.5) was higher than the agricultural science majors. Junior students had significantly greater final grades (76.1 ± 0.5) than sophomores (73.3 ± 0.6) and seniors (72.9 ± 0.9). All biology students had greater final grades than all other majors, but biochemistry juniors had greater final course grades than APSC, agricultural science, and dairy science juniors. "Other" seniors had greater final course grades than agricultural science seniors. The regression for time to complete the exam was curvilinear and suggests that highest exam scores were at about 90-min completion time. It may be that some male students need better preparation for anatomy and physiology and their educational preparation should mimic that of female students more in terms of advance-placement biology in high school. These results suggest that biology majors might be better prepared for animal anatomy and physiology than other students. Copyright © 2014 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

Integration of Video-Based Demonstrations to Prepare Students for the Organic Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Nadelson, Louis S.; Scaggs, Jonathan; Sheffield, Colin; McDougal, Owen M.

2015-08-01

Consistent, high-quality introductions to organic chemistry laboratory techniques effectively and efficiently support student learning in the organic chemistry laboratory. In this work, we developed and deployed a series of instructional videos to communicate core laboratory techniques and concepts. Using a quasi-experimental design, we tested the videos in five traditional laboratory experiments by integrating them with the standard pre-laboratory student preparation presentations and instructor demonstrations. We assessed the influence of the videos on student laboratory knowledge and performance, using sections of students who did not view the videos as the control. Our analysis of pre-quizzes revealed the control group had equivalent scores to the treatment group, while the post-quiz results show consistently greater learning gains for the treatment group. Additionally, the students who watched the videos as part of their pre-laboratory instruction completed their experiments in less time.

Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students.

PubMed

Goff, Anne-Marie

2011-01-01

High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academic performance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academic performance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academic performance (p = .90). Age was a significant predictor of academic performance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

The use of poetry writing in nurse education: An evaluation.

PubMed

Jack, Kirsten

2015-09-01

Arts based approaches have been used in health education in various ways e.g. to develop emotional awareness, reduce anxiety and stress and assess communication skills. This evaluation aimed to explore the use of poetry writing as a way for undergraduate nursing students to consider their feelings about important practice issues. 42 first year undergraduate nursing students were asked to write a poem which focussed on an important nursing issue e.g. compassion, communication or the therapeutic role of the nurse. They were then asked to read the poem aloud to a small group and discuss its meaning. 60% (n=24) of students reported that the exercise had increased understanding of their chosen subject, 75% (n=30) stated that they had learned something about themselves and 65% (n=26) of students stated that they had enjoyed the poetry writing exercise. Qualitative comments suggested that the use of poetry enabled greater understanding of others' experiences, promoted open and honest reflection on feelings and supported the development of confidence. There is a need for teaching methods which engage and develop students' imagination, if they are going to be adequately prepared for the demands of nursing practice. Poetry writing and discussion supports the development of confidence, therapeutic communication skills and the ability to think creatively. Copyright © 2015 Elsevier Ltd. All rights reserved.

Socioscientific Issues: A Path Towards Advanced Scientific Literacy and Improved Conceptual Understanding of Socially Controversial Scientific Theories

NASA Astrophysics Data System (ADS)

Pinzino, Dean William

This thesis investigates the use of socioscientific issues (SSI) in the high school science classroom as an introduction to argumentation and socioscientific reasoning, with the goal of improving students' scientific literacy (SL). Current research is reviewed that supports the likelihood of students developing a greater conceptual understanding of scientific theories as well as a deeper understanding of the nature of science (NOS), through participation in informal and formal forms of argumentation in the context of SSI. Significant gains in such understanding may improve a student's ability to recognize the rigor, legitimacy, and veracity of scientific claims and better discern science from pseudoscience. Furthermore, students that participate in significant SSI instruction by negotiating a range of science-related social issues can make significant gains in content knowledge and develop the life-long skills of argumentation and evidence-based reasoning, goals not possible in traditional lecture-based science instruction. SSI-based instruction may therefore help students become responsible citizens. This synthesis also suggests that that the improvements in science literacy and NOS understanding that develop from sustained engagement in SSI-based instruction will better prepare students to examine and scrutinize socially controversial scientific theories (i.e., evolution, global warming, and the Big Bang).

Development of Sensor Physics for a Nuclear Oil Well Logging Tool

NASA Astrophysics Data System (ADS)

Hou, Guojing

Recreational sport participation has been promoted as a way for college students to connect to the campus community, improve overall physical health, and moderate anxiety and stress. However, limited research has been conducted with racial and ethnic minority students at colleges and universities in the United States to determine if their experiences are similar to those of the majority population. In this study, a national sample of African American undergraduates (n=150) attending historically White institutions in the United States was surveyed to assess interest in specific recreational sport activities and describe their overall experiences with campus recreation. In addition, 16 face-to-face interviews were conducted with African American undergraduates who attend a historically White university in the Southeastern United States to gain perspectives about the importance of campus recreation to their overall college experience. Results supported the expectation that campus recreational programs and services play an important role in helping students establish social connections, transition to the university, and feel a greater sense of campus belonging. Survey results showed that African American undergraduates at historically White colleges and universities have a wide variety of recreational sport interests, and results from interviews revealed that media images, parent socialization, and early involvement in recreation play an important role in shaping beliefs about the importance of recreation and sport activities generally. Findings from this study also indicate that levels of interest in outdoor activities such as rock climbing, kayaking, and camping may be of greater interest than previous literature may suggest, although levels of interest in outdoor recreation still appear to be lower among African Americans when compared to White student peers. Underlying reasons for specific patterns of leisure involvement are discussed along with implications for recreation and sport literature related to race and socioeconomic status, along with potential strategies for developing greater levels of inclusion in campus recreation programs at historically White colleges and universities.

Assessing Veterinary and Animal Science Students' Moral Judgment Development on Animal Ethics Issues.

PubMed

Verrinder, Joy M; Phillips, Clive J C

2015-01-01

Little has been done to assess veterinarians' moral judgment in relation to animal ethics issues. Following development of the VetDIT, a new moral judgment measure for animal ethics issues, this study aimed to refine and further validate the VetDIT, and to identify effects of teaching interventions on moral judgment and changes in moral judgment over time. VetDIT-V1 was refined into VetDIT-V2, and V3 was developed as a post-intervention test to prevent repetition. To test these versions for comparability, veterinary and animal science students (n=271) were randomly assigned to complete different versions. The VetDIT discriminates between stages of moral judgment, condensed into three schemas: Personal Interest (PI), Maintaining Norms (MN), and Universal Principles (UP). There were no differences in the scores for MN and UP between the versions, and we equated PI scores to account for differences between versions. Veterinary science students (n=130) who completed a three-hour small-group workshop on moral development theory and ethical decision making increased their use of UP in moral reasoning, whereas students (n=271) who received similar information in a 50-minute lecture did not. A longitudinal comparison of matched first- and third-year students (n=39) revealed no moral judgment development toward greater use of UP. The VetDIT is therefore useful for assessing moral judgment of animal and human ethics issues in veterinary and other animal-related professions. Intensive small-group workshops using moral development knowledge and skills, rather than lectures, are conducive to developing veterinary students' moral judgment.

Life science students' attitudes, interest, and performance in introductory physics for life sciences: An exploratory study

NASA Astrophysics Data System (ADS)

Crouch, Catherine H.; Wisittanawat, Panchompoo; Cai, Ming; Renninger, K. Ann

2018-06-01

In response to national calls for improved physical sciences education for students pursuing careers in the life sciences and medicine, reformed introductory physics for life sciences (IPLS) courses are being developed. This exploratory study is among the first to assess the effect of an IPLS course on students' attitudes, interest, and performance. The IPLS course studied was the second semester of introductory physics, following a standard first semester course, allowing the outcomes of the same students in a standard course and in an IPLS course to be compared. In the IPLS course, each physics topic was introduced and elaborated in the context of a life science example, and developing students' skills in applying physics to life science situations was an explicitly stated course goal. Items from the Colorado Learning about Science Survey were used to assess change in students' attitudes toward and their interest in physics. Whereas the same students' attitudes declined during the standard first semester course, we found that students' attitudes toward physics hold steady or improve in the IPLS course. In particular, students with low initial interest in physics displayed greater increases in both attitudes and interest during the IPLS course than in the preceding standard course. We also find that in the IPLS course, students' interest in the life science examples is a better predictor of their performance than their pre-IPLS interest in physics. Our work suggests that the life science examples in the IPLS course can support the development of student interest in physics and positively influence their performance.

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators

PubMed Central

Cassidy, Wanda; Jackson, Margaret

2017-01-01

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture. PMID:28786941

Adversity in University: Cyberbullying and Its Impacts on Students, Faculty and Administrators.

PubMed

Cassidy, Wanda; Faucher, Chantal; Jackson, Margaret

2017-08-08

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one's personal and professional lives, concern for one's safety, and the impact of authorities' (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

Student attraction to engineering through flexibility and breadth in the curriculum

NASA Astrophysics Data System (ADS)

Alpay, E.

2013-03-01

Several European universities provide entry to general engineering studies prior to degree specialisation. The potential advantages of such entry include the provision of a broader foundation in engineering fundamentals, the option for students to defer specialisation until a greater awareness of the different engineering disciplines and the preparation of students for a more versatile career. In this paper, the attractiveness of general engineering (specifically in the first year of study) is explored through a national (UK) survey on pre-university students. Attention is given to gauging student enthusiasm for flexibility in engineering specialisation, combined degree options and exposure to other non-technical courses. The findings indicate that a general engineering programme is highly attractive to students who are currently considering an engineering degree. The programme is also attractive to some students who had previously not considered engineering. For both sets of students, the desire for education on broader topics is indicated, specifically in areas of leadership, teamwork and business skills, and more generally self-awareness and personal development.

Measuring students' attitudes toward college education's role in addressing social issues.

PubMed

Weber, James E; Weber, Paula S; Craven, Barney L

2008-06-01

As service-learning projects have spread throughout academia, efforts to assess the service-learning experience have assumed a greater importance. The BERSI scale (Business Education's Role in addressing Social Issues) was developed as a measure of business students' attitudes toward social issues being addressed as part of a business education. As such, it was intended to be useful in assessing attitudinal outcomes of service learning. In order for the BERSI to be useful for nonbusiness students, the scale would need to be reconceptualized and revalidated. This study modified the BERSI items with a focus on college students in general rather than business students, making the resulting scale, College Education's Role in addressing Social Issues (CERSI), potentially helpful to service-learning researchers in a broader setting. The CERSI scale was then validated using standard techniques and normative data were reported.

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program.

PubMed

Hausberg, Maria C; Hergert, Anika; Kröger, Corinna; Bullinger, Monika; Rose, Matthias; Andreas, Sylke

2012-03-24

There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf.

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

PubMed Central

2012-01-01

Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807

Validity of Medical Student Questionnaire Data in Prediction of Rural Practice Choice and Its Association With Service Orientation.

PubMed

Shannon, C Ken; Jackson, Jodie

2015-01-01

The validity of medical student projection of, and predictors for, rural practice and the association of a measure of service orientation, projected practice accessibility to the indigent, were investigated. West Virginia (WV) medical student online pre- and postrural rotation questionnaire data were collected during the time period 2001-2009. Of the 1,517 respondent students, submissions by 1,271 met the time interval criterion for inclusion in analyses. Subsequent WV licensing data were available for 461 in 2013. These 2 databases were used to assess for validity of projection of rural practice, for predictors of rural practice, and for student projected accessibility of the future practice to indigent patients. There were statistically significant associations between both pre- and postrotation projections of rural practice and subsequent rural practice. The most significant independent predictors of rural practice were student rural background, reported primary care intent, prediction of rural practice and projection of greater accessibility of the future practice to indigent patients. For scoring of practice access, there were trends for higher scoring by rural students and rural practitioners, with greater pre-post increases for those with urban hometowns. This study demonstrates the utility of medical student questionnaires for projections of numbers of future rural physicians. It suggests that students with a rural background, rural practice intent, or greater service orientation are more likely to enter rural practice. It also suggests that students, particularly those with urban hometowns, are influenced by rural rotation experiences in forecasting greater practice accessibility and in entering rural practice. © 2015 National Rural Health Association.

Morningness-eveningness and daytime functioning in university students: the mediating role of sleep characteristics.

PubMed

Bakotic, Marija; Radosevic-Vidacek, Biserka; Koscec Bjelajac, Adrijana

2017-04-01

The aim of this study was to explore the mediating role of sleep characteristics in the relationship between morningness-eveningness and three different aspects of daytime functioning: daytime sleepiness, depressive mood and substance use in university students. A multiple mediator model was proposed with sleep debt, poor sleep quality and bedtime delay at weekends as parallel mediators in these relationships. We analysed the data of 1052 university students aged 18-25 years who completed a modified version of the School Sleep Habits Survey, which included questions on sleep and the Composite Scale of Morningness, Sleepiness Scale, Depressive Mood Scale and Substance Use Scale. Students with more pronounced eveningness reported greater daytime sleepiness, greater depressive mood and more frequent substance use, as well as greater sleep debt, poorer sleep quality and greater bedtime delay at weekends. Mediation analyses indicated that morningness-eveningness affected daytime sleepiness and substance use both directly and indirectly through all proposed sleep-related mediators. However, the effect of morningness-eveningness on depressive mood was entirely indirect and was accounted for more by poor sleep than by sleep debt or bedtime irregularity. In conclusion, there are multiple possible mechanisms through which morningness-eveningness affects daytime functioning in university students, and sleep characteristics are a significant mechanism. Sleep debt, poor sleep quality and bedtime irregularity can, to a significant extent, explain the feeling of daytime sleepiness and greater substance use in students with eveningness preferences. However, more depressed mood in the evening-orientated students is primarily a consequence of their poor sleep quality. © 2016 European Sleep Research Society.

Writing in science: Influences of professional development on teachers' beliefs, practices, and student performance

NASA Astrophysics Data System (ADS)

Fulton, Lori

Science education reform calls for learners to be engaged in hand-on, minds-on activities related to science. As a part of this reform effort, learners are encouraged to use writing as a means of documenting their work and developing their understandings. This qualitative case study employed the Conceptual Change Perspective and Sociocultural Perspective to examine the impact on three elementary teachers' beliefs, practices, and student outcomes, as they relate to science notebooks, based on their participation in a professional study group. Data sources included teacher and student interviews, video of the study group meetings, video of classroom lessons, and student work in the form of science notebooks and pre- and posttests. Results show that the study group discussions focused on the science notebook as a tool, the teacher's role, the students' struggle to write, and the content of the notebook. Individual cases were developed and then a cross-case analysis was conducted. Results of this analysis suggest that the longer a teacher is involved in a study group, the greater the impact on her beliefs and practices, which resulted in students being able to define a purpose for the notebook, having a higher percentage of the parts of a conclusion within their notebooks, and demonstrating an understanding of the scientific content. Based on the analysis, a substantive theory on the development of insightful implementation of science notebooks was developed. This study has implications for both the elementary classroom and teacher education programs in helping teachers learn reform-based practices that facilitate student learning. Finally, suggestions for future research are considered.

Does Supporting Multiple Student Strategies Lead to Greater Learning and Motivation? Investigating a Source of Complexity in the Architecture of Intelligent Tutoring Systems

ERIC Educational Resources Information Center

Waalkens, Maaike; Aleven, Vincent; Taatgen, Niels

2013-01-01

Intelligent tutoring systems (ITS) support students in learning a complex problem-solving skill. One feature that makes an ITS architecturally complex, and hard to build, is support for strategy freedom, that is, the ability to let students pursue multiple solution strategies within a given problem. But does greater freedom mean that students…

From Vocational Education to Linked Learning: The Ongoing Transformation of Career-Oriented Education in the U.S.

ERIC Educational Resources Information Center

Lanford, Michael; Tierney, William G.

2015-01-01

Traditionally, the purpose of education in the United States has been conceived broadly, encompassing several goals, such as equity, civic participation, "whole-person" development, aesthetic appreciation, and greater cultural awareness. The renewed focus on equipping students with marketable skills is both a response to the…

The Culture of Discourse on Educational Reform in Spain

ERIC Educational Resources Information Center

Teasley, Cathryn

2004-01-01

Where the education of subaltern multicultural student collectives is concerned, the case of contemporary developments in the discourse of reform in Spain is particularly poignant. A critical engagement with that discourse and its greater sociocultural context reveals some of the subtle ways in which cultural alterity comes to be represented. And…

Digitizing the Past: A History Book on CD-ROM.

ERIC Educational Resources Information Center

Rosenzweig, Roy

1993-01-01

Describes the development of an American history book with interactive CD-ROM technology that includes text, pictures, graphs and charts, audio, and film. Topics discussed include the use of HyperCard software to link information; access to primary sources of information; greater student control over learning; and the concept of collaborative…

Typewriting: Personal-Use Typewriting--A Sound Foundation

ERIC Educational Resources Information Center

Ownby, Arnola; Rhea, Jeanine

1977-01-01

Because educators are recognizing the contributions that typewriting can make as a tool of communication, greater numbers of personal-use typewriting courses are being offered in which students will develop an effective skill for personal use, as well as gain a sound foundation for further study in a vocational course. The major issue is one of…

Developing 21st Century Chemistry Learning through Designing Digital Games

ERIC Educational Resources Information Center

Lay, Ah-Nam; Osman, Kamisah

2018-01-01

The purpose of this study is to investigate the effect of Malaysian "Kimia" (Chemistry) Digital Games (MyKimDG) module on students' achievement and motivation in chemistry as well as 21st century skills. Chemistry education in Malaysia should put greater emphasis on combination of cognitive, sociocultural and motivational aspects to…

MOTT PROGRAM SUMMARIES (TITLE SUPPLIED).

ERIC Educational Resources Information Center

Flint Board of Education, MI.

THE BETTER TOMORROW FOR THE URBAN CHILD PROGRAM (BTU) ATTEMPTS TO HELP INNER-CITY CHILDREN BECOME MORE EFFECTIVE CITIZENS, BOTH EDUCATIONALLY AND SOCIALLY, THROUGH THE USE OF ADDITIONAL HUMAN AND MATERIAL RESOURCES. THE GOALS ARE TO RAISE THE LEVEL OF SCHOOL READINESS, TO DEVELOP A GREATER MOTIVATION FOR LEARNING, AND TO IMPROVE STUDENT SELF-IMAGE…

Overcoming Misconceptions in Neurophysiology Learning: An Approach Using Color-Coded Animations

ERIC Educational Resources Information Center

Guy, Richard

2012-01-01

Anyone who has taught neurophysiology would be aware of recurring concepts that students find difficult to understand. However, a greater problem is the development of misconceptions that may be difficult to change. For example, one common misconception is that action potentials pass directly across chemical synapses. Difficulties may be…

Developing Cultural Awareness in Foreign Language Teaching

ERIC Educational Resources Information Center

Shemshadsara, Zahra Ghorbani

2012-01-01

Culture awareness has become an important focus of modern language education, a shift that reflects a greater awareness of the inseparability of language and culture, and the need to prepare students for intercultural communication. The paper reports on an ongoing study into the presence and status of cultural understanding in EFL teaching. In…

Assessment in the Digital Age: An Overview of Online Tools and Considerations for School Psychologists and School Counsellors

ERIC Educational Resources Information Center

Jellins, Laura

2015-01-01

With recent developments in technology, online tests and digital tools offer school psychologists and school counsellors alternate modes of assessment. These new technologies have the potential to increase accessibility to tests (through greater portability), allow school psychologists and school counsellors to service more students (through…

Adjustment and Other Factors Related to High School Aged Students Identified as Hearing Impaired

ERIC Educational Resources Information Center

Milano, Charlene; Upshire, Tara; Scarazzo, Sara; Schade, Benjamin P.; Larwin, Karen H.

2016-01-01

Healthy social, emotional and cognitive development of deaf children depends upon complex interactions between the many individual and environmental factors associated with deafness. Deaf children and adolescents have been reported to possess greater rates of mental health problems than hearing children and adolescents. Dysfunction in one or more…

Euclid Assesses the California BTSA and Finds the Whole Greater than the Sum. Pathwise(TM)-the Educational Testing Service Component.

ERIC Educational Resources Information Center

Retter, Jane S.

This report describes the Educational Testing Service professional development/assessment system for student and beginning teachers, "Pathwise," a classroom observation instrument, as used in the California Beginning Teacher Support and Assessment Program (BTSA) for teacher education. Three themes were noted by "Pathwise" users…

A Comparative Analysis of Curriculum in International Marketing and Business between Peruvian and Guatemalan University Students

ERIC Educational Resources Information Center

Pestonjee, Daanish D.; Spillan, John E.; Song, Hongwei; Virzi, Nicholas D.

2010-01-01

Business education is important for economic development. A skilled workforce allows for greater advancements in productivity, the creation of new business opportunities, increased employment, and enhances the quality of life of the citizenry. With the changing international business environment it is important for academics and practitioners…

Effect of Instruction on ESL Students' Synthesis Writing

ERIC Educational Resources Information Center

Zhang, Cui

2013-01-01

Synthesis writing has become the focus of much greater attention in the past 10 years in L2 EAP contexts. However, research on L2 synthesis writing has been limited, especially with respect to treatment studies that relate writing instruction to the development of synthesis writing abilities. To address this research gap, the present study…

Canadian Studies for Elementary and Junior High School Teachers. A Syllabus and Resource Guide.

ERIC Educational Resources Information Center

State Univ., of New York, Plattsburgh. Coll. at Plattsburgh. Center for the Study of Canada.

Developed to promote greater awareness and understanding of Canada by American students and teachers, this interdisciplinary curriculum guide includes not only social studies, but also activities dealing with mathematics, science, environmental studies, English, art, and music. The book is divided into five modules, each giving a different…

Increased Technology Provision and Learning: Giving More for Nothing?

ERIC Educational Resources Information Center

Quillerou, Emmanuelle

2011-01-01

The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family…

Evaluation of a Classroom Exercise on Social Distance and Discrimination

ERIC Educational Resources Information Center

Maurer, Trent W.

2013-01-01

This project evaluated a class activity on social distance and discrimination using the Bogardus Social Distance Scale. Students [N = 266] in six sections of a family development course received either lecture or lecture plus the activity and completed two pretest and posttest measures. Results revealed greater positive shifts on the Scale for…

Psychologically Based Therapies to Improve Lung Functioning in Students with Asthma

ERIC Educational Resources Information Center

Maykel, Cheryl; Bray, Melissa; Gelbar, Nicholas; Caterino, Linda; Avitia, Maria; Sassu, Kari; Root, Melissa

2016-01-01

Asthma is a common, chronic respiratory disease that can be costly to both society and the individual. In addition to increased absenteeism, children with asthma may also be at a greater risk for developing comorbid anxiety and depression. Various complementary psychological treatments have been effective at reducing both asthmatic symptoms and…

Early Numeracy: Technical Adequacy of Select Kindergarten and First Grade Screening Measures

ERIC Educational Resources Information Center

Feldmann, Gregory Michael

2012-01-01

Because of a greater need to focus on early achievement in mathematics and increased global competition in this area, emphasis is increasingly being placed upon screening and monitoring of math development in early elementary to ensure progress for all students. Although protocols for early literacy assessment exist, research of psychometrically…

A comparison of traditional plant knowledge between students and herders in northern Kenya.

PubMed

Bruyere, Brett L; Trimarco, Jonathan; Lemungesi, Saruni

2016-10-13

The Samburu region of northern Kenya is undergoing significant change, driven by factors including greater value on formal education, improvements in infrastructure and development, a shift from community to private ownership of land, increased sedentary lifestyles and global climate change. One outcome of these changes are an increasingly greater likelihood for adolescent boys to be enrolled in school rather than herding livestock on behalf of the family in a landscape shared with numerous native vegetation and wildlife species. This study compared identification and knowledge of native plant species between boys enrolled in school with boys of similar age but primary responsibility as herders, called moran. Study participants walked an approximately 100 m path with 10 flagged points in which they were asked to identify any plant species at that point and associated facts of each species, within a 1 m radius. On average, moran identified 38 species compared to 20 for students, including nearly 13 (of a possible 15) species considered to have high cultural significance. Students identified an average of 8.6 culturally-significant plants. Further, moran shared nearly 18 correct facts about the plants, compared with ten for students. In addition, herding frequency was the only significant predictor of plant identification in a linear regression. The results demonstrate that while formal education undoubtedly provides benefits to students, attendance in school in lieu of the traditional role of herders has consequences on young men in Samburu related to ability to identify native and culturally-significant plants. This further shows the importance for communities like those in Samburu undergoing change need to develop alternative options to transmit local traditional knowledge to its younger generations.

Students’ Spatial Ability through Open-Ended Approach Aided by Cabri 3D

NASA Astrophysics Data System (ADS)

Priatna, N.

2017-09-01

The use of computer software such as Cabri 3D for learning activities is very unlimited. Students can adjust their learning speed according to their level of ability. Open-ended approach strongly supports the use of computer software in learning, because the goal of open-ended learning is to help developing creative activities and mathematical mindset of students through problem solving simultaneously. In other words, creative activities and mathematical mindset of students should be developed as much as possible in accordance with the ability of spatial ability of each student. Spatial ability is the ability of students in constructing and representing geometry models. This study aims to determine the improvement of spatial ability of junior high school students who obtained learning with open-ended approach aided by Cabri 3D. It adopted a quasi-experimental method with the non-randomized control group pretest-posttest design and the 2×3 factorial model. The instrument of the study is spatial ability test. Based on analysis of the data, it is found that the improvement of spatial ability of students who received open-ended learning aided by Cabri 3D was greater than students who received expository learning, both as a whole and based on the categories of students’ initial mathematical ability.

Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

PubMed Central

Sabel, Jaime L.; Dauer, Joseph T.; Forbes, Cory T.

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. PMID:28645893

Relevance and attitudes toward histology and embryology course through the eyes of freshmen and senior medical students: Experience from Serbia.

PubMed

Zaletel, Ivan; Marić, Gorica; Gazibara, Tatjana; Rakočević, Jelena; Labudović Borović, Milica; Puškaš, Nela; Bajčetić, Miloš

2016-11-01

Histology and embryology are prerequisite for understanding the complexity of cell and tissue organization, function and development. The aim of this study was to examine the attitudes of medical students toward relevance of histology and embryology in their pre-clinical and clinical medical practice. The study sample consisted of 900 undergraduate students of 1st and 6th study year at the School of Medicine in Belgrade, Serbia. Data were collected using an anonymous questionnaire. Senior students reported the relevance of histology and embryology knowledge for learning pathology, dermatology, physiology, gynecology and obstetrics, pathophysiology and pediatrics. Examination of students' attitudes revealed that 1st year participants more often acknowledged histology and embryology as being of great importance for their professional career. Analysis according to gender indicated that female students consider embryology as of greater importance for further medical education and future clinical practice than male students. Overall, study results suggest that medical students have a positive attitude toward histology and embryology undergraduate course. This evidence could be used as an additional motive for the development of histology and embryology courses, with special emphasis on practical application of knowledge in clinically-oriented setting. Copyright © 2016 Elsevier GmbH. All rights reserved.

Development of a Flipped Medical School Dermatology Module.

PubMed

Fox, Joshua; Faber, David; Pikarsky, Solomon; Zhang, Chi; Riley, Richard; Mechaber, Alex; O'Connell, Mark; Kirsner, Robert S

2017-05-01

The flipped classroom module incorporates independent study in advance of in-class instructional sessions. It is unproven whether this methodology is effective within a medical school second-year organ system module. We report the development, implementation, and effectiveness of the flipped classroom methodology in a second-year medical student dermatology module at the University of Miami Leonard M. Miller School of Medicine. In a retrospective cohort analysis, we compared attitudinal survey data and mean scores for a 50-item multiple-choice final examination of the second-year medical students who participated in this 1-week flipped course with those of the previous year's traditional, lecture-based course. Each group comprised nearly 200 students. Students' age, sex, Medical College Admission Test scores, and undergraduate grade point averages were comparable between the flipped and traditional classroom students. The flipped module students' mean final examination score of 92.71% ± 5.03% was greater than that of the traditional module students' 90.92% ± 5.51% ( P < 0.001) score. Three of the five most commonly missed questions were identical between the two cohorts. The majority of students preferred the flipped methodology to attending live lectures or watching previously recorded lectures. The flipped classroom can be an effective instructional methodology for a medical school second-year organ system module.

Medical and psychology students' knowledge and attitudes regarding aging and sexuality.

PubMed

Snyder, Rachel J; Zweig, Richard A

2010-01-01

The current study surveys medical and doctoral psychology students (N = 100) from an urban northeastern university regarding knowledge and attitudes toward elderly sexuality and aging using the Facts on Aging Quiz, the Aging Sexuality Knowledge and Attitudes Scale, and measures of interest in gerontology, academic/clinical exposure to aging and sexuality, and contact with elders. The current study found that psychology students demonstrated greater aging knowledge than medical students; however, both groups showed gaps in knowledge about sexuality. Married students had greater academic/clinical exposure and greater knowledge about aging but less permissive attitudes toward elderly sexuality. Generally, knowledge about aging was the strongest correlate of knowledge about sexuality. Level of knowledge about sexuality was not associated with attitudes. Attitudes toward sexuality and aging may be more strongly tied to demographic variables reflective of religious beliefs or adherence to sociocultural norms.

Social Network Factors and Addictive Behaviors among College Students

PubMed Central

Rinker, Dipali Venkataraman; Krieger, Heather; Neighbors, Clayton

2016-01-01

Purpose of the review To provide an overview of studies within the past five years examining the impact of social network factors on addictive behaviors among college students, to discuss gaps, limitations, and controversies in the field, and to summarize with a discussion of future directions and implications for interventions. Recent findings A review of 13 studies indicated that greater network exposure, centrality, reciprocated ties, and more tightly interconnected networks were associated with greater alcohol use and other addictive behaviors among college students. Summary Greater research is needed that expands beyond alcohol use to other addictive behaviors among college students. Additionally, more studies are needed that longitudinally study the impact of changes in social networks on addictive behaviors and vice versa, as well as studies examining sociocentric (whole) networks. Social network approaches offer innovative perspectives in understanding social influences on addictive behaviors and novel intervention strategies for potentially reducing addictive behaviors among college students. PMID:28580226

Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection.

PubMed

Tonni, Ingrid; Mora, Luca; Oliver, Richard G

2016-09-01

The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection.

Underlying construct of empathy, optimism, and burnout in medical students

PubMed Central

Vergare, Michael; Isenberg, Gerald; Cohen, Mitchell; Spandorfer, John

2015-01-01

Objectives This study was designed to explore the underlying construct of measures of empathy, optimism, and burnout in medical students. Methods Three instruments for measuring empathy (Jefferson Scale of Empathy, JSE); Optimism (the Life Orientation Test-Revised, LOT-R); and burnout (the Maslach Burnout Inventory, MBI, which includes three scales of Emotional Exhaustion, Depersonalization, and Personal Accomplishment) were administered to 265 third-year students at Sidney Kimmel (formerly Jefferson) Medical College at Thomas Jefferson University. Data were subjected to factor analysis to examine relationships among measures of empathy, optimism, and burnout in a multivariate statistical model.  Results Factor analysis (principal component with oblique rotation) resulted in two underlying constructs, each with an eigenvalue greater than one. The first factor involved “positive personality attributes” (factor coefficients greater than .58 for measures of empathy, optimism, and personal accomplishment). The second factor involved “negative personality attributes” (factor coefficients greater than .78 for measures of emotional exhaustion, and depersonalization). Conclusions Results confirmed that an  association exists between empathy in the context of patient care and personality characteristics that are conducive to relationship building, and considered to be  “positive personality attributes,” as opposed to personality characteristics that are considered as “negative personality attributes” that are detrimental to interpersonal relationships. Implications for the professional development of physicians-in-training and in-practice are discussed. PMID:25633650

Assessment of collaborative problem solving skills in Undergraduate Medical Students at Ziauddin College of Medicine, Karachi

PubMed Central

Mughal, Arsalan Manzoor; Shaikh, Sirajul Haque

2018-01-01

Objective: Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21st Century Skills (ATC21S) framework were used to determine the level of collaborative problem solving skills (CPS) in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning (PBL) sessions. Variations based on gender and roles were studied. Methods: It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months. Results: We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress. Conclusion: Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills. PMID:29643904

Assessment of collaborative problem solving skills in Undergraduate Medical Students at Ziauddin College of Medicine, Karachi.

PubMed

Mughal, Arsalan Manzoor; Shaikh, Sirajul Haque

2018-01-01

Collaborative Problem Solving Empirical Progressions from the Assessment and Teaching of 21st Century Skills (ATC21S) framework were used to determine the level of collaborative problem solving skills (CPS) in first, second and third year MBBS students at Ziauddin College of Medicine during Problem-Based Learning (PBL) sessions. Variations based on gender and roles were studied. It is an analytical comparative cross-sectional study in which seven PBL groups were selected per year by non-probability convenient sampling. Data was collected using the Collaborative Problem Solving Five Strands Empirical Progressions by the primary investigator through observation of the students during PBL sessions. Duration of study was six months. We found that in our students, development of social dimension skills is facilitated to a greater extent than the development of cognitive dimension skills through the process of PBL. These skills are generally better developed in the leader compared to the scribe and members in a group. They are also more developed in females compared to males. Modification in them is also observed as the year's progress. Although PBLs facilitate development of CPS skills' progression however in our curriculum, PBLs mainly focus on social skills development and have less emphasis on cognitive skill development. Thus, hybrid instructional strategies with components from TBL and mentorship are recommended for better development of CPS skills.

Examining intercultural sensitivity and competency of physician assistant students.

PubMed

Huckabee, Michael J; Matkin, Gina S

2012-01-01

Training in intercultural competency for health care professionals is necessary to bring greater balance to the disparity currently found among those needing health care. The purpose of this study was to determine what, if any, improvements in cultural competency were measurable in physician assistant (PA) students as they matriculated, using the Multicultural Awareness, Knowledge and Skills Survey-Revised as a pretest upon program entry and again as a posttest on the final day of the program. Ninety-three PA students from four successive classes graduating from a private midwest college between 2003 and 2007 participated in the pre and post measurements. All students were enrolled in specific didactic studies and clinical experiences in cultural sensitivity and competency. The results demonstrated significant improvement in knowledge (pretest 2.63, posttest 2.76, p=0.001) and skills (pretest 2.63, posttest 2.93, p<0.001) for all classes combined. The Intercultural Development Inventory was administered to the most recent graduating class to further explore these results. This cohort showed the highest scores (group mean 3.58 on scale of 1-5) in the Minimization developmental stage, which emphasizes cultural commonality over cultural distinctions. Enhanced curricular instruction such as exploring cultural assessment methods and controversies in health care differences, combined with increased clinical experiences with diverse cultures, are recommended to help move students past the minimization stage to gain greater cultural competency.

A re-evaluation of project pride, a redesigned school-based drug abuse prevention program.

PubMed

LoSciuto, Leonard; Steinman, Ross B

2004-01-01

The present study examined the effectiveness of Project PRIDE, a school-based, counselor-administered, drug and alcohol prevention program. The study is presented in the context of Project PRIDE'S efforts to keep itself current and effective via continual evaluation-based development. In this outcome evaluation, Project PRIDE participants demonstrated greater pretest to posttest gains on five of six outcome measures compared to control students, although many of the changes were small or moderate and only two were statistically significant. Further, as predicted, gains in more factual or objective areas of the program were greater than in more subjective areas dealing with student perceptions and feelings. The limitations and implications of the findings are discussed. Also discussed are the advantages of the Binomial Effect Size Display as a data presentation mode that promotes both client and general audience understanding of results.

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

PubMed

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

2002-01-01

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

A model for successful use of student response systems.

PubMed

Klein, Kathleen; Kientz, Mary

2013-01-01

This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement. The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting. Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching. The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.

College students with depressive symptoms with and without fatigue: Differences in functioning, suicidality, anxiety, and depressive severity

PubMed Central

Nyer, Maren; Mischoulon, David; Alpert, Jonathan E.; Holt, Daphne J.; Brill, Charlotte D.; Yeung, Albert; Pedrelli, Paola; Baer, Lee; Dording, Christina; Huz, Ilana; Fisher, Lauren; Fava, Maurizio; Farabaugh, Amy

2015-01-01

BACKGROUND We examined whether fatigue was associated with greater symptomatic burden and functional impairment in college students with depressive symptoms. METHODS Using data from the self-report Beck Depression Inventory (BDI), we stratified a group of 287 students endorsing significant symptoms of depression (BDI score ≥13) into 3 levels: no fatigue, mild fatigue, or moderate/severe fatigue. We then compared the 3 levels of fatigue across a battery of psychiatric and functional outcome measures. RESULTS Approximately 87% of students endorsed at least mild fatigue. Students with moderate/severe fatigue had significantly greater depressive symptom severity compared with those with mild or no fatigue and scored higher on a suicide risk measure than those with mild fatigue. Students with severe fatigue evidenced greater frequency and intensity of anxiety than those with mild or no fatigue. Reported cognitive and functional impairment increased significantly as fatigue worsened. CONCLUSIONS Depressed college students with symptoms of fatigue demonstrated functional impairment and symptomatic burden that worsened with increasing levels of fatigue. Assessing and treating symptoms of fatigue appears warranted within this population. PMID:25954936

An investigation into whether nursing student alter their attitudes and knowledge levels regarding HIV infection and AIDS following a 3-year programme leading to registration as a qualified nurse.

PubMed

Snowden, L

1997-06-01

The purpose of this study was to examine whether a 3-year programme of nursing studies enabled nursing students to graduate from the course with greater knowledge and more positive attitudes towards HIV infection and AIDS than when they began the course. Students on a maths and information technology course were used as controls. The study involved the use of a questionnaire which gathered information about students' experience, knowledge, attitudes and moral judgement regarding HIV infection and AIDS. The experimental hypothesis stated that nursing students would show a greater increase in knowledge and positive attitude change towards HIV infection and AIDS than maths students. The results showed significant differences between third year nursing students' knowledge about HIV and AIDS when compared with other groups but it was noted that knowledge levels for all groups was quite low. There was no difference between first and third year nursing students' attitudes and moral judgement about HIV and AIDS but there was a significant difference between nursing students and maths students. It was suggested that there is a need to modify nurse education programmes in order to have greater impact on this topic area.

Measuring learning, student engagement, and program effectiveness: a strategic process.

PubMed

Jantzi, Julie; Austin, Connie

2005-01-01

What if there was an effective way to address the age-old question from students, "Why do we have to do this assignment?" And from faculty, "How do we know our students are really learning?" And from administrators, "How will we demonstrate to our peers, our accrediting agencies, and other program stakeholders that our programs are educationally effective?" As it undertook a curriculum redesign, faculty in a baccalaureate school of nursing developed a 9-step process for curriculum implementation. The authors discuss how they applied the 9 steps strategically, positioning the program for 2 successful accreditation self-studies and concurrently addressing, with greater confidence, some of these age-old questions.

Improving medical students' understanding of prehospital care through a fourth year emergency medicine clerkship.

PubMed

Merlin, Mark A; Moon, Jeffery; Krimmel, Jessica; Liu, Junfeng; Marques-Baptista, Andreia

2010-02-01

The objective of this study was to survey medical students for a measurable opinion or knowledge increase in prehospital care after a fourth-year clerkship in emergency medicine (EM). The goal of the mandatory prehospital care aspect of the clerkship was twofold: to diminish the prehospital knowledge gap in medical school by teaching students about prehospital protocols and disaster medicine and to increase student interest. The study setting was within a university-based academic EM department with a prehospital system of 250 prehospital personnel. Data were collected from two similar questionnaires administered pre- and post-rotation to 49 fourth-year medical students. Statistical analyses were applied to collected data to quantify the changes of opinion and knowledge. Questions used a Likert five-point Scale. The data verified the improvement of students' knowledge in multiple areas of assessment. Greater than 35% opinion change (two points on the Likert Scale) was found in areas of prehospital care, 911 dispatch and education differences in prehospital providers (all p<0.0001; 95% CI 0.90 to 1.02, 0.66 to 0.90 and 0.66 to 0.90, respectively). Greater than 35% opinion change was also found in understanding triage (p=0.03; 95% CI 0.29 to 0.58) and general teaching of prehospital care, fellowship opportunities and use of a monitor/defibrillator (p<0.0001, p<0.0001 and p=0.04, respectively). We found medical students developed a significantly improved understanding of prehospital care. Without extraordinary effort, academic emergency departments could easily include a significant experience and education within fourth-year EM clerkships.

Evaluating the use of twitter as a tool to increase engagement in medical education.

PubMed

Diug, Basia; Kendal, Evie; Ilic, Dragan

2016-01-01

Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence to inform educators regarding social media's potential to increase student interaction and engagement. To evaluate whether social media, in particular Twitter, can be successfully used as a pedagogical tool in an assessment to increase student engagement with staff, peers and course content. First year biomedical science students at Monash University completing a core public health unit were recruited into the study. Twitter-related activities were incorporated into the semester long unit and aligned with both formative and summative assessments. Students completed a structured questionnaire detailing previous use of social media and attitudes towards its use in education post engagement in the Twitter-specific activities. Likert scale responses compared those who participated in the Twitter activities with those who did not using student's t-test. A total of 236 (79.4%) of invited students participated in the study. Among 90% of students who reported previous use of social media, 87.2% reported using Facebook, while only 13.1% reported previous use of Twitter. Social media was accessed most commonly through a mobile device (49.1%). Students actively engaging in Twitter activities had significantly higher end-of-semester grades compared with those who did not [Mean Difference (MD) = 3.98, 95% CI 0.40, 7.55]. Students perceived that the use of Twitter enabled greater accessibility to staff, was a unique method of promoting public health, and facilitated collaboration with peers. Use of social media as an additional, or alternate, teaching intervention is positively supported by students. Specific use of micro-blogs such as Twitter can promote greater student-staff engagement by developing an ongoing academic conversation.

Determining the Effectiveness of Sunscreens

ERIC Educational Resources Information Center

Kennon, James Tillman; Fong, Bryant; Grippo, Anne

2016-01-01

Sunscreens have different levels of protection, measured most commonly with the sun protection factor (SPF). Students initially believed higher SPF factors mean greater sun protection and learned through this activity that higher SPF does not mean greater protection. Students analyzed the amount of ultraviolet radiation (UVR) protection and…

The laboratory report: A pedagogical tool in college science courses

NASA Astrophysics Data System (ADS)

Ferzli, Miriam

When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students' attitudes toward science and lab report writing, as well as students' perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p < .003) and scientific ways of thinking (p < .0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p < .01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.

Promoting interprofessional learning and enhancing the pre-registration student experience through reciprocal cross professional peer tutoring.

PubMed

McLeod, Fiona; Jamison, Caroline; Treasure, Karen

2018-05-01

To improve collaboration and the quality of care, healthcare programmes are increasingly promoting interprofessional education thereby enabling students to learn with, from and about each other. A reciprocal peer learning model has developed among pre-registration physiotherapy and adult nursing students at Plymouth University, England. Embedded within the curriculum, it provides voluntary opportunities for year two students to become cross professional peer tutors to year one students while enhancing interprofessional understanding and skills acquisition. To explore participant experiences of two cross professional peer tutored clinical skills workshops delivered to a cohort of nursing (n = 67) and physiotherapy (n = 53) students in 2015. A mixed methods approach generated qualitative and quantitative data. Qualitative data was gathered via focus groups and individual interviews of peer tutors and learners (n = 27). These were recorded, transcribed and thematically analysed. The Readiness for Interprofessional Learning Scale questionnaire (n = 84) was completed before and after the workshops to consider any influence on students' attitudes towards interprofessional learning. Four themes evolved from thematic analysis; benefits of cross professional peer tutoring, interprofessional teamwork, quality of care and factors influencing the delivery of the workshops. Data showed students felt they developed greater understanding of interprofessional roles and acquired new skills. Peer tutors developed confidence in representing their profession while appearing to inspire early stage students. The Readiness for Interprofessional Learning Scale questionnaire data identified very positive attitudes towards interprofessional learning among the majority of students in both cohorts before and after the workshop. This study endorses the utility of enhancing the Higher Education experience by offering voluntary peer tutoring opportunities. Participating students build confidence in representing their profession, while potentially inspiring early stage students and supplementing interprofessional learning across a cohort. Copyright © 2018 Elsevier Ltd. All rights reserved.

Daily Reports of Positive and Negative Affect and Alcohol and Marijuana Use Among College Student and Nonstudent Young Adults.

PubMed

Patrick, Megan E; Yeomans-Maldonado, Gloria; Griffin, Jamie

2016-01-02

Daily affect and substance use covary among college students, but little is known about these associations among young adults not in college. The current pilot study examines associations between positive and negative affect and alcohol and marijuana use, with a focus on differences between college student and nonstudent young adults. High school seniors completed a baseline survey during the spring of 2012 and were then randomly selected to participate in an intensive measurement follow-up. Participants in the follow-up (N = 72, 40.3% men, 77.8% White, 66.7% full-time college students) completed up to 14 consecutive web-based daily surveys during the fall after high school completion. Multilevel models in which days (Level 1) were nested in persons (Level 2) were estimated. Weekend days were associated with increased alcohol use among all young adults, increased marijuana use among college students, and decreased marijuana use among nonstudents. For young adults not in college, greater daily positive affect was associated with increased likelihood of binge drinking, consuming a greater number of drinks, and lower odds of marijuana use; greater daily negative affect was associated with lower odds of alcohol use and lower odds of binge drinking for non-students. For college students, greater daily negative affect was associated with lower odds of marijuana use. Daily affect and alcohol and marijuana use covary among young adults, though these associations differ between students and non-students. Results highlight the need to examine predictors of alcohol and marijuana use among young adults who do not attend college.

More than just teaching procedural skills: How RN clinical tutors perceive they contribute to medical students' professional identity development.

PubMed

McLean, Michelle; Johnson, Patricia; Sargeant, Sally; Green, Patricia

2015-01-01

On their journey to "becoming" doctors, medical students encounter a range of health professionals who contribute to their socialisation into clinical practice. Amongst these individuals are registered nurses (RNs) in clinical practice who are often employed by medical schools as clinical tutors. These RNs will encounter medical students on campus and later in the clinical setting. This qualitative study explored RNs' perceptions of their contribution to medical students' developing professional identities in order to provide a greater understanding of this process and ultimately inform future curriculum. This qualitative study took place in 2012 at one Australian medical school as part of a broader study exploring medical students' professional identity development from the perspectives of their teachers and trainers. Eight of the nine RNs involved in teaching procedural skills were interviewed. Recorded interviews were transcribed verbatim. Data were analysed inductively by the research team. Two major themes emerged: RNs as change agents and RNs as facilitators of medical students' transition to the clinical environment. RNs as change agents related to their role modelling good practice, being patient-centred, and by emphasising factors contributing to good teamwork such as recognising and respecting individual professional roles. They facilitated students' transition to the clinical environment often through personal narratives, by offering advice on how to behave and work with members of the healthcare team, and by being a point of contact in the hospital. Based on their descriptions of how they role modelled good practice and how they facilitated students' transition to clinical practice, we believe that RN clinical tutors do have the experience and expertise in clinical practice and a professional approach to patients to contribute to medical students' developing professional identities as future doctors.

Brewing for Students: An Inquiry-Based Microbiology Lab †

PubMed Central

Sato, Brian K.; Alam, Usman; Dacanay, Samantha J.; Lee, Amanda K.; Shaffer, Justin F.

2015-01-01

In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol content, calorie content, pH, and standard reference method. In addition, we assessed whether students were capable of achieving the module learning objectives through a pre-/posttest, student self-evaluation, exam-embedded questions, and an associated worksheet. These objectives included describing the role of the brewing ingredients and predicting how altering the ingredients would affect the characteristics of the beer, amongst others. By completing this experimental module, students accomplished the module objectives, had greater interest in brewing, and were more likely to view beer in scientific terms. Journal of Microbiology & Biology Education PMID:26753030

Brewing for Students: An Inquiry-Based Microbiology Lab.

PubMed

Sato, Brian K; Alam, Usman; Dacanay, Samantha J; Lee, Amanda K; Shaffer, Justin F

2015-12-01

In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol content, calorie content, pH, and standard reference method. In addition, we assessed whether students were capable of achieving the module learning objectives through a pre-/posttest, student self-evaluation, exam-embedded questions, and an associated worksheet. These objectives included describing the role of the brewing ingredients and predicting how altering the ingredients would affect the characteristics of the beer, amongst others. By completing this experimental module, students accomplished the module objectives, had greater interest in brewing, and were more likely to view beer in scientific terms. Journal of Microbiology & Biology Education.

Engaging students in a community of learning: Renegotiating the learning environment.

PubMed

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Clinical reasoning and case-based decision making: the fundamental challenge to veterinary educators.

PubMed

May, Stephen A

2013-01-01

Confusion about the nature of human reasoning and its appropriate application to patients has hampered veterinary students' development of these skills. Expertise is associated with greater ability to deploy pattern recognition (type 1 reasoning), which is aided by progressive development of data-driven, forward reasoning (in contrast to scientific, backward reasoning), analytical approaches that lead to schema acquisition. The associative nature of type 1 reasoning makes it prone to bias, particularly in the face of "cognitive miserliness," when clues that indicate the need for triangulation with an analytical approach are ignored. However, combined reasoning approaches, from the earliest stages, are more successful than one approach alone, so it is important that those involved in curricular design and delivery promote student understanding of reasoning generally, and the situations in which reasoning goes awry, and develop students' ability to reason safely and accurately whether presented with a familiar case or with a case that they have never seen before.

Undergraduate research in medical education: a descriptive study of students' views.

PubMed

Oliveira, Cristiano C; de Souza, Renata C; Abe, Erika H Sassaki; Silva Móz, Luís E; de Carvalho, Lidia R; Domingues, Maria A C

2014-03-17

Medical students engage in curricular and extracurricular activities, including undergraduate research (UR). The advantages, difficulties and motivations for medical students pursuing research activities during their studies have rarely been addressed. In Brazil, some medical schools have included undergraduate research into their curriculum. The present study aimed to understand the reality of scientific practice among medical students at a well-established Brazilian medical school, analyzing this context from the students' viewpoint. A cross-sectional survey based on a questionnaire applied to students from years one to six enrolled in an established Brazilian medical school that currently has no curricular UR program. The questionnaire was answered by 415 students, 47.2% of whom were involved in research activities, with greater participation in UR in the second half of the course. Independent of student involvement in research activities, time constraints were cited as the main obstacle to participation. Among students not involved in UR, 91.1% said they favored its inclusion in the curriculum, since this would facilitate the development of such activity. This approach could signify an approximation between the axes of teaching and research. Among students who had completed at least one UR project, 87.7% said they would recommend the activity to students entering the course. Even without an undergraduate research program, students of this medical school report strong involvement in research activities, but discussion of the difficulties inherent in its practice is important to future developments.

Ninth Grade Student Responses to Authentic Science Instruction

NASA Astrophysics Data System (ADS)

Ellison, Michael Steven

This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher's ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher's pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher's instruction and student performance. The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher's strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.

Improving lives using multidisciplinary education: partnering to benefit community, innovation, health, and technology.

PubMed

McClelland, Molly; Kleinke, Darrell

2013-07-01

University students are trained in specific disciplines, which can benefit disabled individuals in a variety of ways, including education, health promotion, assistive technologies, logistics, or design improvement. However, collaboration with other disciplines can have a greater impact on improving the health of disabled individuals than can training in one discipline alone. The University of Detroit Mercy Colleges of Engineering and Nursing have partnered to develop and provide assistive devices to disabled individuals while teaching innovation, technology, and collaboration to students. After 4 years of developing and implementing our multidisciplinary program, numerous unique and helpful assistive devices have been designed, created, and delivered to individuals in our community. More nursing schools should initiate multidisciplinary programs to train and prepare students for workplaces where such innovative, collaborative skills are increasingly sought. Nurses need to be at the forefront of such collaborative work. Copyright 2013, SLACK Incorporated.

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom

PubMed Central

Hogg, Abigail

2017-01-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count. PMID:28970604

Gender and Medical Leadership: Student Perceptions and Implications for Developing Future Leaders in Primary and Secondary Care--a Pilot Study.

PubMed

Crolla, Elizabeth; O'Sullivan, Helen; Bogg, Jan

2011-10-01

To explore perceptions of leadership in undergraduate medical students. A quantitative pilot study; anonymous online survey. All undergraduates were invited to participate from one UK medical school; 469 students participated. The survey used Likert scales and open and closed questions. Lack of self-confidence and perceptions of women leaders were issues for undergraduates. A significant number of male undergraduates rated women less able to perform 10 of 12 attributes of leadership. Furthermore, male undergraduates showed greater ambition towards future leadership, with 42.2% males compared to 21.7% females strongly agreeing that they saw themselves in a position of leadership in the future. Networking and tradition were also seen as barriers to females gaining the highest office in the student medical society. The importance of embedding leadership in the curriculum was highlighted by both genders. CONCLUSIONS Barriers to progression still need to be investigated and removed especially because women are expected to comprise the majority of the medical workforce by 2017. There needs to be greater emphasis on mentoring and role models at the undergraduate level and beyond and more awareness of leadership in curricula at all levels. These changes should ultimately improve confidence and change the perception of women in the medical workforce.

Effectiveness and Adoption of a Drawing-to-Learn Study Tool for Recall and Problem Solving: Minute Sketches with Folded Lists

PubMed Central

Heideman, Paul D.; Flores, K. Adryan; Sevier, Lu M.; Trouton, Kelsey E.

2017-01-01

Drawing by learners can be an effective way to develop memory and generate visual models for higher-order skills in biology, but students are often reluctant to adopt drawing as a study method. We designed a nonclassroom intervention that instructed introductory biology college students in a drawing method, minute sketches in folded lists (MSFL), and allowed them to self-assess their recall and problem solving, first in a simple recall task involving non-European alphabets and later using unfamiliar biology content. In two preliminary ex situ experiments, students had greater recall on the simple learning task, non-European alphabets with associated phonetic sounds, using MSFL in comparison with a preferred method, visual review (VR). In the intervention, students studying using MSFL and VR had ∼50–80% greater recall of content studied with MSFL and, in a subset of trials, better performance on problem-solving tasks on biology content. Eight months after beginning the intervention, participants had shifted self-reported use of drawing from 2% to 20% of study time. For a small subset of participants, MSFL had become a preferred study method, and 70% of participants reported continued use of MSFL. This brief, low-cost intervention resulted in enduring changes in study behavior. PMID:28495932

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom.

PubMed

Persky, Adam M; Hogg, Abigail

2017-08-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.

Permissive parenting and mental health in college students: Mediating effects of academic entitlement.

PubMed

Barton, Alison L; Hirsch, Jameson K

2016-01-01

Student mental health may suffer due to unreasonable expectations associated with academic entitlement; permissive parenting may be one source of these expectations. The authors examined the role of academic entitlement as a mediator of the relationship between permissive parenting and psychological functioning. Participants were 524 undergraduate students at a single institution (52% female; age range = 18-22). Data collection was completed in May 2011. Cross-sectional design. Participants completed online self-report measures of parenting styles, academic entitlement, stress, depressive symptoms, and well-being. Permissive parenting was associated with greater academic entitlement and, in turn, to more perceived stress and poorer mental health. Mother/father differences were found in some cases. Academic entitlement may partially explain why permissive parenting is detrimentally related to mental health for college students. Implications for academic affairs and counseling include helping students develop an appreciation of the role of self-regulation in college success.

Dedicated education unit: nurse perspectives on their clinical teaching role.

PubMed

Nishioka, Vicki M; Coe, Michael T; Hanita, Makoto; Moscato, Susan R

2014-01-01

The study compared the perceptions of nurses who participated in the clinical education of students using traditional and dedicated education unit (DEU) models. In the traditional model, faculty are the primary clinical instructors for students. In a DEU, nurses provide clinical instruction with faculty support. This mixed-methods study used surveys and interviews. Compared to nurses on traditional units, DEU nurses were more likely to agree that their unit welcomed students, had a strong commitment to teaching, and received professional development from clinical faculty. The nurses rated the learning gains of students as greater on DEUs than traditional units and viewed the leadership of the nurse manager and the quality of patient care as similar. The study provides evidence that, from the nurses' perspective, the DEU faculty-nurse partnership provides students with superior clinical education experiences and may improve nurse work satisfaction.

Teacher perspectives and the psychosocial climate of the classroom in a traditional BSN program.

PubMed

Rowbotham, Melodie A

2010-01-01

Developing and implementing a positive psychosocial environment should be one of the main responsibilities of educators. As educators influence the climate, learning is enhanced or hindered. Therefore educators need to understand their own teaching perspectives and how they in turn influence the classroom. Data were collected from nurse educators and BSN nursing students. The relationship between faculty teaching perspectives and the students' perceptions of the learning environment was examined. The data collection tool used to measure the educators' perspective was the Instructional Perspective Inventory (IPI), and to measure the students' perspective was the Adult Classroom Environment Scale (ACES). A MANCOVA was used to determine the relationship and significant differences between educators' and students' perspectives. The results indicated that the teachers in the high group of teacher responsiveness had students who reported greater teacher support, time on task, focus, organization, clarity of subject content, involvement, and satisfaction.

Effect of a 12-Week Physical Activity Program on Gross Motor Skills in Children.

PubMed

Burns, Ryan D; Fu, You; Fang, Yi; Hannon, James C; Brusseau, Timothy A

2017-12-01

This study examined the effects of a 12-week Comprehensive School Physical Activity Program (CSPAP) on gross motor skill development in children from low-income families. Participants were 1,460 school-aged children (mean age = 8.4 ± 1.8 years; 730 girls, 730 boys) recruited from three schools receiving U.S. governmental financial assistance. Students were recruited from grades K-6. CSPAP was implemented over one semester during the 2014-2015 school year. Select gross motor skill items were assessed during each student's physical education class at baseline and at a 12-week follow-up using the Test for Gross Motor Development-2nd Edition (TGMD-2). Each student's TGMD-2 score was converted to a percentage of the total possible score. A 7 × 2 × 2 analysis of variance test with repeated measures was employed to examine the effects of age, sex, and time on TGMD-2 percent scores, adjusting for clustering within the data structure. There were greater TGMD-2 percent scores at follow-up compared with baseline (82.4% vs. 72.6%, mean difference = 9.8%, p < .001, Cohen's d = 0.67), and greater improvements were seen in younger children compared with older children (mean difference of change = 4.0%-7.5%, p < .01, Cohen's d = 0.30-0.55).

Concerns among first year midwifery students: towards addressing attrition rates.

PubMed

Carolan, Mary C; Kruger, Gina B

2011-01-01

Since 2000, there has been a shift to undergraduate midwifery education in Australia. Midwifery students are generally highly motivated, however attrition rates remain high among first-year students. This study was undertaken in one Australian University against a background of high course demand and high student attrition. Thirty-two first-year midwifery students completed a demographic questionnaire and wrote a reflection in response to the question: What if anything, would make your experience as a first year student better? Data were subjected to thematic content analysis. Findings indicated a need for: greater opportunities to prepare; for more time to study; for greater student supports; and outlined difficulties such as financial and childcare. In conclusion, undergraduate midwifery courses and local conditions vary among institutions. Student feedback is a useful way of identifying local concerns that may impact on student completion rates. This is a necessary first step to the provision of meaningful student support.

Impulsivity and Alcohol-Related Risk among College Students: Examining Urgency, Sensation Seeking and the Moderating Influence of Beliefs about Alcohol's Role in the College Experience

PubMed Central

LaBrie, Joseph W.; Kenney, Shannon R.; Napper, Lucy E.; Miller, Kevin

2013-01-01

The personality trait of impulsivity is predictive of heavy drinking and consequences among college students. The current study examined how impulsivity—measured via positive urgency, negative urgency, and sensation seeking—and a person's beliefs about the role alcohol plays in the college experience relate to drinking and consequences in a sample of 470 college students (mean age = 19 years, 61.3% female, 59.8% white). In support of hypotheses, sensation seeking independently predicted greater drinking, and both positive and negative urgency predicted greater experience of alcohol-related negative consequences after controlling for consumption level. Moreover, alcohol beliefs moderated the relationship between impulsivity types and alcohol outcomes. Among students high (versus low) in sensation seeking, strong beliefs about alcohol's role in college life were related to significantly greater drinking, and among students high (versus low) in negative urgency, endorsing strong beliefs about alcohol's role in college life were related to greater levels of alcohol-related negative consequences. Overall, findings inform college prevention efforts by highlighting the need to distinguish unique facets of impulsivity and examine how they intersect with students’ beliefs about alcohol in college. PMID:24120644

Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

NASA Astrophysics Data System (ADS)

Baele, Loren C.

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the control group, who were the least engaged. Males presented with e-PBL instruction not only had better engagement, they had the greatest content knowledge growth of any group. Females were likely to have a greater negative difference between self-assessment scores and teacher assessment scores, while males self-assessed themselves closer to the teacher assessment score. Challenges to e-PBL implementation were identified including time, teacher training, and the strict school schedule. A learning management system (LMS) was found to effectively facilitate an e-PBL learning environment.

Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

PubMed Central

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-01-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

PubMed

Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

2014-03-01

Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

Student and Community Engagement in Earth, Space, and Environmental Sciences Through Experiential Learning and Citizen Science as Part of Research Broader Impact

NASA Astrophysics Data System (ADS)

Ibrahim, Alaa; Ahmed, Yasmin

2015-04-01

Fulfilling the broader impact of a research project in Earth and environmental sciences is an excellent opportunity for educational and outreach activities that connect scientists and society and enhance students and community engagement in STEM fields in general and in Earth, space, and environmental sciences in particular. Here we present the experience developed in this endeavor as part of our Partnerships for Enhanced Engagement in Research (PEER) project sponsored by USAID/NSF/NAS. The project introduced educational and outreach activities that included core curriculum course development for university students from all majors, community-based learning projects, citizen science and outreach programs to school students and community members. Through these activities, students worked with the project scientists on a variety of activities that ranged from citizen science and undergraduate research to run mass experiments that measure the quality of air, drinking water, and ultraviolet level in greater Cairo, Egypt, to community awareness campaigns through the production of short documentaries and communicating them with stakeholders and target groups, including schools and TV stations. The activities enhanced students learning and the public awareness on climate change and the underlying role of human activities. It also connected effectively the project scientists with college and university students a well as the wider segments of the society, which resulted in a host of benefits including better scientific literacy and appreciation to the role of scientists, promoting scientists as role models, sharing the values of science, and motivating future generations to puruse a career in science This work is part of the PEER research project 2-239 sponsored by USAID/NSF/NAS Project Link (at National Academies website): http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_084046.htm website: http://CleanAirEgypt.org Links to cited work: Core Curriculum Course: http://bit.ly/FutureLife Citizen Science Project: Quality of Air, Drinking Water, and U.V. Level in Greater Cairo: Map 1: http://bit.ly/AirWaterLightMap1 Map 2: http://bit.ly/AirWaterLightMap2 Short Documentaries Student Projects: https://vimeo.com/science2society/videos Project video: https://vimeo.com/100427525

Student and Community Engagement in Earth, Space, and Environmental Sciences Through Experiential Learning and Citizen Science as Part of Research Broader Impact

NASA Astrophysics Data System (ADS)

Ibrahim, A. I.; Tutwiler, R.; Zakey, A.; Shokr, M. E.; Ahmed, Y.; Jereidini, D.; Eid, M.

2014-12-01

Fulfilling the broader impact of a research project in Earth and environmental sciences is an excellent opportunity for educational and outreach activities that connect scientists and society and enhance students and community engagement in STEM fields in general and in Earth, space, and environmental sciences in particular. Here we present the experience developed in this endeavor as part of our Partnerships for Enhanced Engagement in Research (PEER) project sponsored by USAID/NSF/NAS. The project introduced educational and outreach activities that included core curriculum course development for university students from all majors, community-based learning projects, citizen science and outreach programs to school students and community members. Through these activities, students worked with the project scientists on a variety of activities that ranged from citizen science and undergraduate research to run mass experiments that measure the quality of air, drinking water, and ultraviolet level in greater Cairo, Egypt, to community awareness campaigns through the production of short documentaries and communicating them with stakeholders and target groups, including schools and TV stations. The activities enhanced students learning and the public awareness on climate change and the underlying role of human activities. It also connected effectively the project scientists with college and university students a well as the wider segments of the society, which resulted in a host of benefits including better scientific literacy and appreciation to the role of scientists, promoting scientists as role models, sharing the values of science, and motivating future generations to puruse a career in science Note: This presentation is a PEER project sponsored by USAID/NSF/NAS Project Link (at National Academies website): http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_084046.htmwebsite: http://CleanAirEgypt.orgLinks to cited work: Core Curriculum Course: http://bit.ly/FutureLife Citizen Science Project: Quality of Air, Drinking Water, and U.V. Level in Greater Cairo: Map 1: http://bit.ly/AirWaterLightMap1 Map 2: http://bit.ly/AirWaterLightMap2 Short Documentaries Student Projects: https://vimeo.com/science2society/videos Project video: http://CleanAirEgypt.org

Increasing medical student interest in general practice in New Zealand: where to from here?

PubMed

Poole, Phillippa; Bourke, David; Shulruf, Boaz

2010-05-28

To meet increasing health demands, increasing the proportion of local graduates entering general practice is imperative. Students entering or exiting The University of Auckland's medical programme from 2006 to 2008 were invited to complete a tracking project survey. Levels of interest in general practice were determined along with characteristics associated with a greater or lesser interest in this career. 712 students replied--a response rate of 80%. At entry, 40% of students had a strong interest in a career in general practice, and at exit, 29% (P =0.003). A quarter at each time point had no interest. The proportion of domestic students born outside NZ or Australia was 160/376 (42.5%). There were significantly higher levels of interest in general practice among females, students born in NZ, and those from outside Auckland--especially rural origin. Flexibility in career was more important to students with a strong interest in general practice than those with no interest. Auckland medical students have levels of interest in general practice comparable with international data. Increasing this interest further may require admission of a greater proportion of students from those groups with higher interest levels, greater emphasis on the positive aspects of general practice, and on GPs as equals to other specialists.

Defining the structure of undergraduate medical leadership and management teaching and assessment in the UK.

PubMed

Stringfellow, Thomas D; Rohrer, Rebecca M; Loewenthal, Lola; Gorrard-Smith, Connor; Sheriff, Ibrahim H N; Armit, Kirsten; Lees, Peter D; Spurgeon, Peter C

2014-10-10

Abstract Medical leadership and management (MLM) skills are essential in preventing failings of healthcare; it is unknown how these attitudes can be developed during undergraduate medical education. This paper aims to quantify interest in MLM and recommends preferred methods of teaching and assessment at UK medical schools. Two questionnaires were developed, one sent to all UK medical school faculties, to assess executed and planned curriculum changes, and the other sent to medical students nationally to assess their preferences for teaching and assessment. Forty-eight percent of UK medical schools and 260 individual student responses were recorded. Student responses represented 60% of UK medical schools. 65% of schools valued or highly valued the importance of teaching MLM topics, compared with 93.2% of students. Students' favoured teaching methods were seminars or lectures (89.4%) and audit and quality improvement (QI) projects (77.8%). Medical schools preferred portfolio entries (55%) and presentations (35%) as assessment methods, whilst simulation exercises (76%) and audit reports (61%) were preferred by students. Preferred methods encompass experiential learning or simulation and a greater emphasis should be placed on encouraging student audit and QI projects. The curriculum changes necessary could be achieved via further integration into future editions of Tomorrow's Doctors.

Student Financial Aid: Monitoring Aid Greater Than Federally Defined Need Could Help Address Student Loan Indebtedness. Report to the Honorable Rod Paige, Secretary of Education.

ERIC Educational Resources Information Center

Ashby, Cornelia M.

This study was conducted to determine how often federal financial aid recipients received aid that was greater than their federally defined need and what cost or other implications might result from changing the Higher Education Act (HEA) to limit such aid. Data came from the 1999-2000 National Postsecondary Student Aid Study for full-time,…

To take responsibility or to be an onlooker. Nursing students' experiences of two models of supervision.

PubMed

Hellström-Hyson, Eva; Mårtensson, Gunilla; Kristofferzon, Marja-Leena

2012-01-01

The present study aimed at describing how nursing students engaged in their clinical practice experienced two models of supervision: supervision on student wards and traditional supervision. Supervision for nursing students in clinical practice can be organized in different ways. In the present study, parts of nursing students' clinical practice were carried out on student wards in existing hospital departments. The purpose was to give students the opportunity to assume greater responsibility for their clinical education and to apply the nursing process more independently through peer learning. A descriptive design with a qualitative approach was used. Interviews were carried out with eight nursing students in their final semester of a 3-year degree program in nursing. The data were analyzed using content analysis. Two themes were revealed in the data analysis: When supervised on the student wards, nursing students experienced assuming responsibility and finding one's professional role, while during traditional supervision, they experienced being an onlooker and having difficulties assuming responsibility. Supervision on a student ward was found to give nursing students a feeling of acknowledgment and more opportunities to develop independence, continuity, cooperation and confidence. Copyright © 2011 Elsevier Ltd. All rights reserved.

Factors influencing undergraduates' self-evaluation of numerical competence

NASA Astrophysics Data System (ADS)

Tariq, Vicki N.; Durrani, Naureen

2012-04-01

This empirical study explores factors influencing undergraduates' self-evaluation of their numerical competence, using data from an online survey completed by 566 undergraduates from a diversity of academic disciplines, across all four faculties at a post-1992 UK university. Analysis of the data, which included correlation and multiple regression analyses, revealed that undergraduates exhibiting greater confidence in their mathematical and numeracy skills, as evidenced by their higher self-evaluation scores and their higher scores on the confidence sub-scale contributing to the measurement of attitude, possess more cohesive, rather than fragmented, conceptions of mathematics, and display more positive attitudes towards mathematics/numeracy. They also exhibit lower levels of mathematics anxiety. Students exhibiting greater confidence also tended to be those who were relatively young (i.e. 18-29 years), whose degree programmes provided them with opportunities to practise and further develop their numeracy skills, and who possessed higher pre-university mathematics qualifications. The multiple regression analysis revealed two positive predictors (overall attitude towards mathematics/numeracy and possession of a higher pre-university mathematics qualification) and five negative predictors (mathematics anxiety, lack of opportunity to practise/develop numeracy skills, being a more mature student, being enrolled in Health and Social Care compared with Science and Technology, and possessing no formal mathematics/numeracy qualification compared with a General Certificate of Secondary Education or equivalent qualification) accounted for approximately 64% of the variation in students' perceptions of their numerical competence. Although the results initially suggested that male students were significantly more confident than females, one compounding variable was almost certainly the students' highest pre-university mathematics or numeracy qualification, since a higher percentage of males (24%) compared to females (15%) possessed an Advanced Subsidiary or A2 qualification (or equivalent) in mathematics. Of particular concern is the fact that undergraduates based in Health and Social Care expressed significantly less confidence in their numeracy skills than students from any of the other three faculties.

Curriculum-Based Virtual Field Trips: Career Development Opportunities for Students with Disabilities

ERIC Educational Resources Information Center

Elleven, Russell; Wircenski, Michelle; Wircenski, Jerry; Nimon, Kim

2006-01-01

Many changes are taking place in our country. Technology continues to impact on the workplace, demographics are changing the face of our neighborhoods, communities, and work environments. Globalization is placing greater demands on the economy and on workers. Educators and employers must face the challenge of how to prepare learners for new roles…

College Drinking: Content Analysis of 30 Years of Research

ERIC Educational Resources Information Center

Broughton, Elizabeth Ann; Molasso, William R.

2006-01-01

Researchers applied a content analysis method to evaluate the 119 articles about college drinking that appeared in "Journal of College Student Development" and "NASPA Journal" during the past 30 years. The data revealed that a greater proportion of articles on college drinking appeared in the last decade (5.82%) than in the first decade (1.60%).…

Investigating the Baseline Skills of Research Students Using a Competency-Based Self-Assessment Method

ERIC Educational Resources Information Center

Bromley, Anthony P.; Boran, James R.; Myddelton, William A.

2007-01-01

Recent government-led initiatives are changing the nature of the UK PhD to support the greater development of transferable skills. There are similar initiatives internationally. A key requirement and challenge is to effectively assess the "baseline" skills of a cohort on entry to a research programme and then monitor their progress in…

I am from Delicious Lasagna: Exploring Cultural Identity with Digital Storytelling

ERIC Educational Resources Information Center

Fitts, Shanan; Gross, Lisa A.

2010-01-01

In an effort to gain greater insights into bilingual and bicultural children's understanding of their cultural and linguistic identities, the authors embarked on a Where I'm From (WIF) multi-media poetry project. The WIF project has great potential and value for developing students' language and communication skills, and for exploring the meaning…

Expanding Early Learning Time: Accessing Full-Day Preschool and Kindergarten in California. An EdSource Report

ERIC Educational Resources Information Center

Freedberg, Louis; Frey, Susan

2017-01-01

Compelling research shows that attending high-quality, full-day preschool and kindergarten is associated with improved outcomes for students. These outcomes include greater school readiness in a number of areas including language development, higher academic performance in math and reading, and less likelihood of being retained in later elementary…

A Vision of You-Topia: Personalising Professional Development of Teaching in a Diverse Academic Workforce

ERIC Educational Resources Information Center

Thomas, Lisa; Harden-Thew, Kathryn; Delahunty, Janine; Dean, Bonnie Amelia

2016-01-01

The higher education (HE) sector in Australia is in a state of flux due to a range of social, political and economic factors. Increased competition, greater student diversity, tautening of industry exigencies, reduced funding, and rapid technological advances are key drivers of change in this environment. Within this period of transformation, HE…

Internationalisation of Higher Education and Global Mobility. Oxford Studies in Comparative Education

ERIC Educational Resources Information Center

Streitwieser, Bernhard, Ed.

2014-01-01

Continuous and rapid developments in global higher education today more than ever before present new questions, greater challenges, and vast new opportunities for institutions, policy makers, scholars and students alike. This book is a collection of studies and essays by many of the leading experts in international higher education who share their…

Next Stop: OpenSim!

ERIC Educational Resources Information Center

Korolov, Maria

2011-01-01

Unhappy with conditions in Second Life, educators are migrating to a developing virtual world that offers them greater autonomy and a safer platform for their students at far less a cost. OpenSimulator is an open source virtual world platform that schools can run for free on their own servers or can get cheaply and quickly--the space can be up and…

Bye-Bye Teacher-Scholar, Hello Teacher-Scholar? Possibilities and Perils of Comprehensive Internationalization

ERIC Educational Resources Information Center

Elliott, Dawn Richards

2017-01-01

This article develops the claim that the Teacher-Scholar Model (TS), which is used by Institutions of Higher Learning (IHL) to evaluate faculty worktime, is ill-suited for the strategy of comprehensive internationalization (CI). CI aims to enhance global learning by offering academic and non-academic opportunities for greater student engagement…

The Influence of Work-Integrated Learning on Motivation to Undertake Graduate Studies

ERIC Educational Resources Information Center

Zegwaard, Karsten E.; McCurdy, Susan

2014-01-01

There has been concern around the lack of postgraduate qualified scientists and engineers (e.g., Gago et al., 2004; Koslow, 2005; Lovitts & Nelson, 2000). However, to be effective in increasing the number of science postgraduates, a greater understanding of why students go on to do graduate studies must be developed. Presented here is a study…

[East Syracuse-Minoa Schools Environmental Education Materials, Middle School Package, Grade 7--Science.

ERIC Educational Resources Information Center

East Syracuse - Minoa Central Schools, East Syracuse, NY.

These five environmental education science units are designed for use in the seventh grade. Skills such as note taking, organizing information, critical thinking, analysis of data, and scientific skills, and the correlation between skills and content area are emphasized throughout the units to develop in the student a greater understanding of his…

Forms of Cooperative Learning in Language Teaching in Slovenian Language Classes at the Primary School Level

ERIC Educational Resources Information Center

Vrhovec, Alenka Rot

2015-01-01

In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first…

Selections from the ABC 2016 Annual Conference, Albuquerque, New Mexico: Teaching Innovations Soaring Like a Flight of Balloons over Albuquerque

ERIC Educational Resources Information Center

Whalen, D. Joel, Ed.

2017-01-01

This article, the second of a two-part series, presents 12 assignments designed to help students increase their online communication skills, conduct professional conferences, use advanced presentation software, develop problem-solving and critical thinking, gain greater awareness of gender effects in communication, and perform community service.…

A Cross-Cultural Investigation into the Development of Place-Value Concepts of Children in Taiwan and the United States.

ERIC Educational Resources Information Center

Yang, Ma Tzu-Lin; Cobb, Paul

1995-01-01

Compares mathematics achievement of children in Taiwan and the United States by analyzing the arithmetical learning contexts of each. Interviews with parents and teachers identify cultural beliefs about learning arithmetic; interviews with students identify level of sophistication of arithmetical concepts. Found greater understanding by Chinese…

Investigating Measurement Knowledge

ERIC Educational Resources Information Center

McCool, Jenni K.; Holland, Carol

2012-01-01

As teachers work to ensure that their students meet and exceed standards set by state and national governing bodies, the need for teacher support becomes greater and greater. Teachers, who play the most important role in a student's education, are faced with a classroom full of children who understand concepts on many different levels. To gain…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

PubMed Central

Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other’s experiences in active learning. PMID:28232588

Development and validation of simulated virtual patients to impart early clinical exposure in endocrine physiology.

PubMed

Gupta, Akriti; Singh, Satendra; Khaliq, Farah; Dhaliwal, Upreet; Madhu, S V

2018-03-01

In the country presently, preclinical medical students are not routinely exposed to real patients. Thus, when they start clinical postings, they are found to have poor clinical reasoning skills. Simulated virtual patients (SVPs) can improve clinical skills without endangering real patients. This pilot study describes the development of two SVPs in endocrine physiology and their validation in terms of acquisition of clinical knowledge and student engagement. Two SVPs, Nandini Sharma (unintentional weight gain) and Sunil Yadav (polyuria), were created and published on the i-Human Patients platform through an iterative, interdisciplinary, and transdisciplinary collaborative process using the conceptual framework of Kim et al. (Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. Med Educ 40: 867-876, 2006). After internal and external peer validation, the SVPs were piloted on 40 students (20 students per virtual patient) over 2 wk. A cognitive pretest was conducted before exposure, and a posttest soon after. Faculty and student feedback were collected. Faculty found SVPs authentic, helpful as teaching-learning tools, and useful for giving feedback and for assessment. Students found SVPs more engaging than paper cases and helpful in developing clinical reasoning and in imparting clinical exposure. Pretest and posttest scores indicated knowledge gain ( P < 0.01). Although challenging to create, SVPs created on the i-Human Patients platform improved learning in endocrine physiology and were well accepted by students and faculty as a means to provide early clinical exposure. More SVPs can be developed through collaboration between stakeholder departments and integrated into the curriculum for greater benefit.

Influence of a Non-formal Environmental Education Programme on Junior High-School Students' Environmental Literacy

NASA Astrophysics Data System (ADS)

Goldman, Daphne; Ben Zvi Assaraf, Orit; Shaharabani, Dina

2013-02-01

One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme-the Green Council Programme (GCP)-developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of 'environment', environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human-environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes.

The teaching of drug development to medical students: collaboration between the pharmaceutical industry and medical school

PubMed Central

Stanley, A G; Jackson, D; Barnett, D B

2005-01-01

Collaboration between the medical school at Leicester and a local pharmaceutical company, AstraZeneca, led to the design and implementation of an optional third year special science skills module teaching medical students about drug discovery and development. The module includes didactic teaching about the complexities of the drug discovery process leading to development of candidate drugs for clinical investigation as well as practical experience of the processes involved in drug evaluation preclinically and clinically. It highlights the major ethical and regulatory issues concerned with the production and testing of novel therapies in industry and the NHS. In addition it helps to reinforce other areas of the medical school curriculum, particularly the understanding of clinical study design and critical appraisal. The module is assessed on the basis of a written dissertation and the critical appraisal of a drug advertisement. This paper describes the objectives of the module and its content. In addition we outline the results of an initial student evaluation of the module and an assessment of its impact on student knowledge and the opinion of the pharmaceutical industry partner. This module has proven to be popular with medical students, who acquire a greater understanding of the work required for drug development and therefore reflect more favourably on the role of pharmaceutical companies in the UK. PMID:15801942

Becoming professional: when and how does it start? A comparative study of first-year medical and law students in the UK.

PubMed

Cavenagh, P; Dewberry, C; Jones, P

2000-11-01

The purpose of this study is to investigate whether differences identified between first-year law and medical students in North America in the 1950s apply in the UK in the 1990s. First-year law and medical students are compared in terms of commitment to career, alternative career choices and length of time the student has wished to study for his/her chosen profession. Questionnaires were administered to first-year law students at the University of East Anglia and Essex University and to first-year medical students at Liverpool University Medical School and St George's Hospital Medical School. A total of 162 questionnaires were completed by law students and 195 questionnaires from medical students. The questionnaire responses provided by law and medical students were analysed using a series of two-sample comparisons. Differences between the two groups were examined using t and chi-squared tests. In each of the seven questions answered by students, the differences between the law and medical students were found to be significant. This suggests a difference in career aspirations and perceptions between the two groups. The study shows a greater commitment of medical students than law students to their chosen career. This is demonstrated by medical students' greater desire to pursue their career, their greater satisfaction with their choice of career and finding that more medical students would persist with reapplying for medicine than law students would in reapplying for law. It is also shown that medical students are twice as likely as law students to have a family member within the profession.

Effects of Engineering Design-Based Science on Elementary School Science Students' Engineering Identity Development across Gender and Grade

NASA Astrophysics Data System (ADS)

Capobianco, Brenda M.; Yu, Ji H.; French, Brian F.

2015-04-01

The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners, alike. Moreover, how children, specifically preadolescents (grades 1-5), engage in engineering design-based learning activities may help science educators and researchers learn more about children's earliest identification with engineering. The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade, when exposing students to engineering design-based science learning activities. Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale (EIDS), a recently developed measure with validity evidence that characterizes children's conceptions of engineering and potential career aspirations. Data analyses of variance among four factors (i.e., gender, grade, and group) indicated that elementary school students who engaged in the engineering design-based science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group. Specifically, students in the lower grade levels showed substantial increases, while students in the higher grade levels showed decreases. Girls, regardless of grade level and participation in the engineering learning activities, showed higher scores in the academic subscale compared to boys. These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science.

The control of ventilation during exercise: a lesson in critical thinking.

PubMed

Bruce, Richard M

2017-12-01

Learning the basic competencies of critical thinking are very important in the education of any young scientist, and teachers must be prepared to help students develop a valuable set of analytic tools. In my experience, this is best achieved by encouraging students to study areas with little scientific consensus, such as the control mechanisms of the exercise ventilatory response, as it can allow greater objectivity when evaluating evidence, while also giving students the freedom to think independently and problem solve. In this article, I discuss teaching strategies by which physiology, biomedical science, and sport science students can simultaneously develop their understanding of respiratory control mechanisms and learn to critically analyze evidence thoroughly. This can be best achieved by utilizing both teacher-led and student-led learning environments, the latter of which encourages the development of learner autonomy and independent problem solving. In this article, I also aim to demonstrate a systematic approach of critical assessment that students can be taught, adapt, and apply independently. Among other things, this strategy involves: 1 ) defining the precise phenomenon in question; 2 ) understanding what investigations must demonstrate to explain the phenomenon and its underlying mechanisms; 3 ) evaluating the explanations/mechanisms of the phenomenon and the evidence for them; and 4 ) forming strategies to produce strong evidence, if none exists. Copyright © 2017 the American Physiological Society.

Improving education in primary care: development of an online curriculum using the blended learning model.

PubMed

Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

2009-06-10

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

CAN-DOO: The Climate Action Network through Direct Observations and Outreach

NASA Astrophysics Data System (ADS)

Taubman, B.; Sherman, J. P.; Perry, L. B.; Markham, J.; Kelly, G.

2011-12-01

The urgency of climate change demands a greater understanding of our climate system, not only by the leaders of today, but by the scientists, policy makers, and citizens of tomorrow. Unfortunately, a large segment of the population currently possesses inadequate knowledge of climate science. In direct response to a need for greater scientific literacy with respect to climate science, researchers from Appalachian State University's Appalachian Atmospheric Interdisciplinary Research (AppalAIR) group, with support from NASA, have developed CAN-DOO: the Climate Action Network through Direct Observations and Outreach. CAN-DOO addresses climate science literacy by 1) Developing the infrastructure for sustaining and expanding public outreach through long-term climate measurements capable of complementing existing NASA measurements, 2) Enhancing public awareness of climate science and NASA's role in advancing our understanding of the Earth System, and 3) Introducing Science, Technology, Engineering, and Mathematics principles to homeschooled, public school, and Appalachian State University students through applied climate science activities. Project partners include the Grandfather Mountain Stewardship Foundation, Pisgah Astronomical Research Institute, and local elementary schools. In partnership with Grandfather Mountain, climate science awareness is promoted through citizen science activities, interactive public displays, and staff training. CAN-DOO engages students by involving them in the entire scientific investigative process as applied to climate science. We introduce local elementary and middle school students, homeschooled students throughout North Carolina, and undergraduate students in a new Global Climate Change course and select other courses at Appalachian State University to instrument assembly, measurement techniques, data collection, hypothesis testing, and drawing conclusions. Results are placed in the proper context via comparisons with other student data products, local research-grade measurements, and NASA measurements. Several educational modules have been developed that address specific topics in climate science. The modules are scalable and have been successfully implemented at levels ranging from 2nd grade through first-year graduate as well as with citizen science groups. They also can be applied in user-desired segments to a variety of Earth Science units. In this paper, we will introduce the project activities and present results from the first year of observations and outreach, with a special emphasis on two of the developed modules, the surface energy balance and aerosol optical depth module.

Faculty and College Student Beliefs about the Frequency of Student Academic Misconduct

ERIC Educational Resources Information Center

Hard, Stephen F.; Conway, James M.; Moran, Antonia C.

2006-01-01

This study investigated faculty and college student beliefs concerning student academic misconduct. Faculty beliefs predicted efforts to prevent misconduct and efforts to challenge it. Student beliefs predicted frequency of misconduct. Faculty and students overestimated the extent of misconduct, students to a greater degree. Faculty who…

Emotional Stress-reactivity and Positive Affect among College Students: The Role of Depression History

PubMed Central

O’Hara, Ross E.; Armeli, Stephen; Boynton, Marcella H.; Tennen, Howard

2014-01-01

Multiple theories posit that people with a history of depression are at higher risk for a depressive episode than people who have never experienced depression, which may be partly due to differences in stress-reactivity. Additionally, both the dynamic model of affect and the broaden-and-build theory suggest that stress and positive affect interact to predict negative affect, but this moderation has never been tested in the context of depression history. The current study used multilevel modeling to examine these issues among 1549 college students with or without a history of depression. Students completed a 30-day online diary study in which they reported daily their perceived stress, positive affect, and negative affect (including depression, anxiety, and hostility). On days characterized by higher than usual stress, students with a history of depression reported greater decreases in positive affect and greater increases in depressed affect than students with no history. Furthermore, the relations between daily stress and both depressed and anxious affect were moderated by daily positive affect among students with remitted depression. These results indicate that students with a history of depression show greater stress-reactivity even when in remission, which may place them at greater risk for recurrence. These individuals may also benefit more from positive affect on higher stress days despite being less likely to experience positive affect on such days. The current findings have various implications both clinically and for research on stress, mood, and depression. PMID:24274764

Where Did You Come From? Where Will You Go? Human Evolutionary Biology Education and American Students' Academic Interests and Achievements, Professional Goals, and Socioscientific Decision-making

NASA Astrophysics Data System (ADS)

Schrein, Caitlin M.

In the United States, there is a national agenda to increase the number of qualified science, technology, engineering, and maths (STEM) professionals and a movement to promote science literacy among the general public. This project explores the association between formal human evolutionary biology education (HEB) and high school science class enrollment, academic achievement, interest in a STEM degree program, motivation to pursue a STEM career, and socioscientific decision-making for a sample of students enrolled full-time at Arizona State University. Given a lack of a priori knowledge of these relationships, the Grounded Theory Method was used and was the foundation for a mixed-methods analysis involving qualitative and quantitative data from one-on-one interviews, focus groups, questionnaires, and an online survey. Theory development and hypothesis generation were based on data from 44 students. The survey instrument, developed to test the hypotheses, was completed by 486 undergraduates, age 18--22, who graduated from U.S. public high schools. The results showed that higher exposure to HEB was correlated with greater high school science class enrollment, particularly for advanced biological science classes, and that, for some students, HEB exposure may have influenced their enrollment, because the students found the content interesting and relevant. The results also suggested that students with higher K--12 HEB exposure felt more prepared for undergraduate science coursework. There was a positive correlation between HEB exposure and interest in a STEM degree and an indirect relationship between higher HEB exposure and motivation to pursue a STEM career. Regarding a number of socioscientific issues, including but not limited to climate change, homosexuality, and stem cell research, students' behaviors and decision-making more closely reflected a scientific viewpoint---or less-closely aligned to a religion-based perspective---when students had greater HEB exposure, but this was sometimes contingent on students' lifetime exposure to religious doctrine and acceptance of general evolution or human evolution. This study has implications for K--12 and higher education and justifies a paradigm shift in evolution education research, such that more emphasis is placed on students' interests, perceived preparation for continued learning, professional goals and potential contributions to society rather than just their knowledge and acceptance.

Utilizing the Intercultural Development Inventory® to develop intercultural competence.

PubMed

Kruse, Julie A; Didion, Judy; Perzynski, Kathy

2014-01-01

Health care professional education programs in the United States have been charged to devise strategies to increase the racial and ethnic diversity of the workforce (Health Resources and Services Administration, Nursing Workforce Diversity (NWD) http://bhpr.hrsa.gov/nursing/grants/nwd.html, 2014). The purpose of this charge is to develop a healthcare workforce that can better provide culturally relevant care to meet the needs of diverse communities. The purpose of this study was to assess the cultural competency of students, faculty, and staff from a small Midwest-university college of nursing. This study was part of a larger interventional study to enhance the cultural development of the College of Nursing faculty, staff, and students. The sample for this study included 314 participants (students, faculty, and staff) in phase one of the parent study. Phase one included the initial administration of the Intercultural Development Inventory (IDI®) over a two year period with analysis of the pre-test results. Phase two includes the implementation of cultural development interventions with a post-test IDI® survey and is currently in process. IDI® aggregate results were similar for students and faculty/staff in that most participants scored at the Minimization level according to the IDI®. Ninety-eight percent of student participants overestimated their level of cultural competency. Minority students had higher cultural competency scores in terms of developmental orientation (M = 98.85, SD = 14.21) compared to non-minority students (M = 94.46, SD = 14.96). Overall, the IDI® was a valuable self-reflection tool to assess cultural development. At the individual level, it has allowed for self-reflection and awareness to the reality of cultural development, attitudes, and values. At an institutional level, the aggregate results provided a framework for the examination of department policies, procedures, and curriculum design with the ultimate goal of graduating a more culturally competent nursing workforce to serve the greater community.

Social Networks, Engagement and Resilience in University Students.

PubMed

Fernández-Martínez, Elena; Andina-Díaz, Elena; Fernández-Peña, Rosario; García-López, Rosa; Fulgueiras-Carril, Iván; Liébana-Presa, Cristina

2017-12-01

Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10), and engagement (UWES-S). The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students' support networks.

MedTalks: developing teaching abilities and experience in undergraduate medical students.

PubMed

Bandeali, Suhair; Chiang, Albert; Ramnanan, Christopher J

2017-01-01

According to the CanMEDS' Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. To address this, the University's Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled 'MedTalks'. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students. Each extracurricular session included three 30-minute content lectures, and a 90-minute small group session on physical examination skills. Each medical student-teacher received formal feedback from undergraduate students and from faculty educators regarding teaching style, communication abilities, and professionalism. In addition, medical student-teachers self-evaluated their own teaching experience. Over 50 medical students from the University participated as medical student-teachers. Based on quantitative and qualitative evaluation surveys, 100% of medical students agreed that MedTalks was a useful way to develop teaching skills and 92% gained a greater confidence in individual teaching capabilities, based largely on the opportunity to gain experience (with feedback) in teaching roles. A program designed to give medical students multi-source teaching experience (lecture- and small group-based) and feedback on their teaching (from learners and Faculty observers, in addition to their own self-reflection) can improve medical student confidence and enthusiasm towards teaching. Future studies will clarify if medical student self-perceived enhancements in teaching ability can be corroborated by independent (Faculty, learner) observations of future teaching activity.

The use of ethical frameworks by students following a new science course for 16 18 year-olds

NASA Astrophysics Data System (ADS)

Reiss, Michael

2008-09-01

There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16 18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and the development of ethical reasoning. Examination of a sample of reports written by students in 2005 as part of the course’s summative assessment shows that utilitarian ethical reasoning is used widely and that the other ethical frameworks to which students are introduced in the course—rights and duties, autonomy and virtue ethics—are used substantially less often. In addition, students mostly argue anthropocentrically though many of them argue ecocentrically and/or biocentrically too.

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.

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

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

PubMed

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

2013-06-12

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

Reading strategies of Chinese students with severe to profound hearing loss.

PubMed

Cheung, Ka Yan; Leung, Man Tak; McPherson, Bradley

2013-01-01

The present study investigated the significance of auditory discrimination and the use of phonological and orthographic codes during the course of reading development in Chinese students who are deaf or hard of hearing (D/HH). In this study, the reading behaviors of D/HH students in 2 tasks-a task on auditory perception of onset rime and a synonym decision task-were compared with those of their chronological age-matched and reading level (RL)-matched controls. Cross-group comparison of the performances of participants in the task on auditory perception suggests that poor auditory discrimination ability may be a possible cause of reading problems for D/HH students. In addition, results of the synonym decision task reveal that D/HH students with poor reading ability demonstrate a significantly greater preference for orthographic rather than phonological information, when compared with the D/HH students with good reading ability and their RL-matched controls. Implications for future studies and educational planning are discussed.

An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care.

PubMed

Dacey, Marie; Murphy, Judy I; Anderson, Delia Castro; McCloskey, William W

2010-12-01

Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. Copyright 2010, SLACK Incorporated.

Neuroanatomical correlates of the income-achievement gap.

PubMed

Mackey, Allyson P; Finn, Amy S; Leonard, Julia A; Jacoby-Senghor, Drew S; West, Martin R; Gabrieli, Christopher F O; Gabrieli, John D E

2015-06-01

In the United States, the difference in academic achievement between higher- and lower-income students (i.e., the income-achievement gap) is substantial and growing. In the research reported here, we investigated neuroanatomical correlates of this gap in adolescents (N = 58) in whom academic achievement was measured by statewide standardized testing. Cortical gray-matter volume was significantly greater in students from higher-income backgrounds (n = 35) than in students from lower-income backgrounds (n = 23), but cortical white-matter volume and total cortical surface area did not differ significantly between groups. Cortical thickness in all lobes of the brain was greater in students from higher-income than lower-income backgrounds. Greater cortical thickness, particularly in temporal and occipital lobes, was associated with better test performance. These results represent the first evidence that cortical thickness in higher- and lower-income students differs across broad swaths of the brain and that cortical thickness is related to scores on academic-achievement tests. © The Author(s) 2015.

Developing 21st century skills through the use of student personal learning networks

NASA Astrophysics Data System (ADS)

Miller, Robert D.

This research was conducted to study the development of 21st century communication, collaboration, and digital literacy skills of students at the high school level through the use of online social network tools. The importance of this study was based on evidence high school and college students are not graduating with the requisite skills of communication, collaboration, and digital literacy skills yet employers see these skills important to the success of their employees. The challenge addressed through this study was how high schools can integrate social network tools into traditional learning environments to foster the development of these 21st century skills. A qualitative research study was completed through the use of case study. One high school class in a suburban high performing town in Connecticut was selected as the research site and the sample population of eleven student participants engaged in two sets of interviews and learned through the use social network tools for one semester of the school year. The primary social network tools used were Facebook, Diigo, Google Sites, Google Docs, and Twitter. The data collected and analyzed partially supported the transfer of the theory of connectivism at the high school level. The students actively engaged in collaborative learning and research. Key results indicated a heightened engagement in learning, the development of collaborative learning and research skills, and a greater understanding of how to use social network tools for effective public communication. The use of social network tools with high school students was a positive experience that led to an increased awareness of the students as to the benefits social network tools have as a learning tool. The data supported the continued use of social network tools to develop 21st century communication, collaboration, and digital literacy skills. Future research in this area may explore emerging social network tools as well as the long term impact these tools have on the development of lifelong learning skills and quantitative data linked to student learning.

Development of a face-to-face injunctive norms brief motivational intervention for college drinkers and preliminary outcomes

PubMed Central

Prince, Mark A.; Maisto, Stephen A.; Rice, Samara L.; Carey, Kate B.

2015-01-01

Findings are presented from the first randomized clinical trial that compared changes in alcohol consumption and alcohol-related consequences among college student drinkers from baseline to follow-up across four conditions: (a) a new single component injunctive norms brief motivational intervention (IN-BMI) condition, (b) a single component descriptive norms brief motivational intervention (DN-BMI), (c) a Combined IN and DN brief motivational intervention (Combined-BMI), and (d) assessment-only control. DN-BMI focused on the juxtaposition of personal, perceived, and actual alcohol use by typical same-sex students at your university. INBMI focused on the juxtaposition of personal, perceived, and actual attitudes about alcohol related consequences by the typical same-sex student at your university. Exploratory analyses assessed the effect of IN-BMI and DN-BMI on matched (e.g., the effect of DN-BMI on perceived DN) and mismatched norms (e.g., the effect of DN-BMI on perceived IN). IN-BMI resulted in greater decreases in alcohol use and consequences when delivered alone and in conjunction with DN-BMI compared to the control condition. Further, the Combined-BMI condition reported greater reductions in alcohol use but not consequences compared to the DN condition. Receiving IN-BMI either alone or in combination with DN-BMI produced greater changes in IN perceptions than were produced in the control group. Grounded in norms theory, this study examined how college student problem drinking is affected by both IN-BMI and DN-BMI alone and in combination. We conclude that IN-BMI alone or in combination with DN-BMI is able to modify alcohol use and reduce alcohol related consequences. PMID:26478943

Accelerating the development of formal thinking in middle and high school students II: Postproject effects on science achievement

NASA Astrophysics Data System (ADS)

Shayer, Michael; Adey, Philip S.

A one-year lag was found between the effect of an intervention intended to promote formal operational thinking in students initially 11 or 12 years of age and the appearance of substantial science achievement in the experimental groups. A one-year lag was also reported on cognitive development: Whereas at the end of the two-year intervention the experimental groups were up to 0.9 ahead of the control groups, one year later the differential on Piagetian measures had disappeared, but the experimentals now showed better science achievement of even greater magnitude. Although the control groups showed normal distribution both on science achievement and cognitive development, the experimental groups showed bi- or trimodal distribution. Between one-half and one-quarter of the students involved in the experiment in different groups showed effects of the order of 2 both on cognitive development and science achievement; some students appeared unaffected (compared with the controls), and others demonstrated modest effects on science achievement. An age/gender interaction is reported: the most substantial effects were found in boys initially aged 12+ and girls initially 11+. The only group to show no effects was boys initially aged 11+. It is suggested that the intervention methods may have favored the abstract analytical learning style as described by Cohen 1986.

Thank You, Miss Katherine

ERIC Educational Resources Information Center

Compton, Cynthia

2008-01-01

Richmond Ballet's Mind in Motion program offers selected students an opportunity to take group dance lessons during 4th grade. Time taken away from academic instruction did not have a negative effect on standardized test scores and students reported feelings of greater success in school, more focus on school work, and greater ability to work with…

Tertiary Student Transitions: Sectors, Fields, Impacts of and Reasons for Study--Support Document

ERIC Educational Resources Information Center

Fredman, Nick

2012-01-01

This paper examines the relationships between post-school educational fields and sectors and labour market considerations that appear to shape students' study decisions. It was found that pathways taken vary considerably by age, suggesting changes over time to patterns in tertiary education towards greater participation overall, a greater extent…

Learning from our global competitors: A comparative analysis of science, technology, engineering and mathematics (STEM) education pipelines in the United States, Mainland China and Taiwan

NASA Astrophysics Data System (ADS)

Chow, Christina M.

Maintaining a competitive edge within the 21st century is dependent on the cultivation of human capital, producing qualified and innovative employees capable of competing within the new global marketplace. Technological advancements in communications technology as well as large scale, infrastructure development has led to a leveled playing field where students in the U.S. will ultimately be competing for jobs with not only local, but also international, peers. Thus, the ability to understand and learn from our global competitors, starting with the examination of innovative education systems and best practice strategies, is tantamount to the economic development, and ultimate survival, of the U.S. as a whole. The purpose of this study was to investigate the current state of science, technology, engineering and mathematics (STEM) education and workforce pipelines in the U.S., China, and Taiwan. Two broad research questions examined STEM workforce production in terms of a) structural differences in primary and secondary school systems, including analysis of minimum high school graduation requirements and assessments as well as b) organizational differences in tertiary education and trends in STEM undergraduate and graduate degrees awarded in each region of interest. While each of the systems studied had their relative strengths and weaknesses, each of the Asian economies studied had valuable insights that can be categorized broadly in terms of STEM capacity, STEM interest and a greater understanding of global prospects that led to heightened STEM awareness. In China and Taiwan, STEM capacity was built via both traditional and vocational school systems. Focused and structured curriculum during the primary and early secondary school years built solid mathematics and science skills that translated into higher performance on international assessments and competitions. Differentiated secondary school options, including vocational high school and technical colleges and programs beginning shortly after junior high produced a greater number of alternatives for producing STEM capable students. A heightened interest in the STEM fields was built upon standardized academic core curriculum that ultimately yielded a greater percentage of qualified and interested Asian students pursuing bachelor's and advanced STEM degrees both in their native country and abroad. Rewards and incentives built into school systems, expansion of tertiary degree-granting programs, as well as the development of multiple university entrance pathways has served to heighten interest and perception of STEM careers as well as recruit top students into STEM fields. Further, foreign language classes, starting from either the first or third year of primary school, coupled with information technology and other experimental science and research themed classes, resulted in students who were more aware of global market demands. Analysis of longitudinal data shows that over a nine-year period, this combination of increased STEM capacity, interest and awareness resulted in a far greater percentage of 9th graders who eventually became STEM certificate, bachelor's, and advanced degree holders capable of competing in the global marketplace.

School violence and bullying among sexual minority high school students, 2009-2011.

PubMed

O'Malley Olsen, Emily; Kann, Laura; Vivolo-Kantor, Alana; Kinchen, Steve; McManus, Tim

2014-09-01

School-based victimization has short- and long-term implications for the health and academic lives of sexual minority students. This analysis assessed the prevalence and relative risk of school violence and bullying among sexual minority and heterosexual high school students. Youth Risk Behavior Survey data from 10 states and 10 large urban school districts that assessed sexual identity and had weighted data in the 2009 and/or 2011 cycle were combined to create two large population-based data sets, one containing state data and one containing district data. Prevalence of physical fighting, being threatened or injured with a weapon, weapon carrying, and being bullied on school property and not going to school because of safety concerns was calculated. Associations between these behaviors and sexual identity were identified. In the state data, sexual minority male students were at greater risk for being threatened or injured with a weapon, not going to school because of safety concerns and being bullied than heterosexual male students. Sexual minority female students were at greater risk than heterosexual female students for all five behaviors. In the district data, with one exception, sexual minority male and female students were at greater risk for all five behaviors than heterosexual students. Sexual minority students still routinely experience more school victimization than their heterosexual counterparts. The implementation of comprehensive, evidence-based programs and policies has the ability to reduce school violence and bullying, especially among sexual minority students. Published by Elsevier Inc.

Cross-cultural Differences in Mental Health, Quality of Life, Empathy, and Burnout between US and Brazilian Medical Students.

PubMed

Lucchetti, Giancarlo; Damiano, Rodolfo Furlan; DiLalla, Lisabeth F; Lucchetti, Alessandra Lamas Granero; Moutinho, Ivana Lúcia Damásio; da Silva Ezequiel, Oscarina; Kevin Dorsey, J

2018-02-01

This study aimed to compare mental health, quality of life, empathy, and burnout in medical students from a medical institution in the USA and another one in Brazil. This cross-cultural study included students enrolled in the first and second years of their undergraduate medical training. We evaluated depression, anxiety, and stress (DASS 21), empathy, openness to spirituality, and wellness (ESWIM), burnout (Oldenburg), and quality of life (WHOQOL-Bref) and compared them between schools. A total of 138 Brazilian and 73 US medical students were included. The comparison between all US medical students and all Brazilian medical students revealed that Brazilians reported more depression and stress and US students reported greater wellness, less exhaustion, and greater environmental quality of life. In order to address a possible response bias favoring respondents with better mental health, we also compared all US medical students with the 50% of Brazilian medical students who reported better mental health. In this comparison, we found Brazilian medical students had higher physical quality of life and US students again reported greater environmental quality of life. Cultural, social, infrastructural, and curricular differences were compared between institutions. Some noted differences were that students at the US institution were older and were exposed to smaller class sizes, earlier patient encounters, problem-based learning, and psychological support. We found important differences between Brazilian and US medical students, particularly in mental health and wellness. These findings could be explained by a complex interaction between several factors, highlighting the importance of considering cultural and school-level influences on well-being.

The Impact of Nursing Students' Cultural Diversity on the Intention and Attitudes Toward the Use of Information Technology.

PubMed

Gonen, Ayala; Sharon, Dganit; Lev-Ari, Lilac; Strauss, Ester; Segev, Ronen

2016-05-01

This research highlights the evidences that: The greater the threat, the lower the attitude toward information technology is, and the greater the sense of challenge, the greater self-efficacy is. Innovativeness was found to be a behavioral intention predictor in two groups, secular Jews and Arabs. This study provides nurses and nurse educators with some valuable insights about how culture, religion, and education may influence nursing students' attitudes toward information technology. © The Author(s) 2015.

A Preliminary Test of a Student-Centered Intervention on Increasing Physical Activity in Underserved Adolescents

PubMed Central

Wilson, Dawn K.; Evans, Alexandra E.; Williams, Joel; Mixon, Gary; Sirard, John R.; Pate, Russell

2008-01-01

Background Previous studies have shown that choice and self-initiated behavior change are important for increasing intrinsic motivation and physical activity (PA), however, little of this research has focused on underserved adolescents. Purpose This study examined the effects of a 4-week student-centered intervention on increasing PA in underserved adolescents. Methods Twenty-eight students in the intervention school were matched (on race, percentage on free or reduced-price lunch program, gender, and age) with 20 students from another school who served as the comparison group (30 girls, 18 boys; ages 10–12 years; 83% African American; 83% on free or reduced-price lunch). The student-centered intervention was consistent with self-determination (motivation) theory and social cognitive theory in that it emphasized increasing intrinsic motivation and behavioral skills for PA. Intervention adolescents took ownership in selecting a variety of PA activities in which to participate, and they generated coping strategies for making effective PA behavior changes. Results Intervention participants showed greater increases in accelerometer estimates of time spent in moderate PA, moderate-to-vigorous PA, and vigorous PA from baseline to Week 4 of the intervention than the comparison group. Intervention participants also showed greater increases in PA motivation and positive self-concept for PA than comparison adolescents. Conclusions This study provides preliminary evidence that increasing adolescent involvement and choice of activities may be important in developing future PA interventions for underserved adolescents. PMID:16173908

An online learning module focused on smoking education and prevention for college students: implications for college health instructors and allied health professionals.

PubMed

D'Abundo, Michelle Lee; Marinaro, Laura Marie; Fiala, Kelly Ann

2010-01-01

The purpose of this research was to pilot-test the effectiveness of an online learning module focused on smoking for an undergraduate general education fitness and wellness course. Students enrolled in a required fitness and wellness course were given the opportunity to participate. Participants (n = 510) completed a brief demographic questionnaire and a 10-question pretest about the effects of smoking before viewing a 15-minute presentation about the effects of smoking and completing the same 10 questions as a post-test. Repeated measures ANOVAs were conducted to evaluate knowledge gains. An overall time effect was observed (pretest score 4.9 +/- 1.3, post-test score 7.2 +/- 2.1). Significantly greater knowledge gains were found in nonsmokers (2.1 +/- 2.2) than in smokers (1.1 +/- 2.2). Females (2.3 +/- 2.3) had significantly greater knowledge gains than males (1.5 +/- 2.2). Evidence supporting the effectiveness of the online learning module included significant knowledge gains for both smokers and nonsmokers, and the participants who smoked agreed the online learning module encouraged them to quit. In this research, students were also grouped by major (health-related majors vs non-health-related). There were 118 health-related majors in the sample, with 110 of those students completing the entire learning module. In this research, a learning module for college students was developed, but practical applications are provided not only for college health instructors but also for allied health professionals.

Realizing Internationalization at Home in Korean Higher Education: Promoting Domestic Students' Interaction with International Students and Intercultural Competence

ERIC Educational Resources Information Center

Jon, Jae-Eun

2013-01-01

Increased international student mobility worldwide necessitates studying its impact on students, particularly for domestic students who have been neglected in research but who are greater in number than mobile students. It is also important that higher education institutions facilitate domestic students' relationships with international students…

The Efficacy of a Student Organization for STEM Students

ERIC Educational Resources Information Center

Mwaikinda, Sekela R.; Aruguete, Mara S.

2016-01-01

Our study tests the effectiveness of STEM Alliance, a student organization aimed at increasing academic and social support for students pursuing STEM majors. STEM Alliance offered weekly, extracurricular activities aimed at preparing students for graduate school and STEM careers. Students attending STEM Alliance events showed greater academic and…

Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science

PubMed Central

Jeffery, Erica; Nomme, Kathy; Deane, Thomas; Pollock, Carol; Birol, Gülnur

2016-01-01

Students’ academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement, critical-thinking ability, conceptual understanding, and academic performance. In this study, we investigate shifts in attitudes and views toward science by students in four biology classes with differences in student enrollment, academic support, and instruction. We observe significant, positive effects of enrollment in a guided-inquiry lab course and academic performance on the percentage of expert-like student attitudes and views at the end of term. We also identify variation in two aspects of student attitudes and views: 1) confidence and interest and 2) understanding and acceptance. In particular, enrollment in the lab course boosts student confidence and interest in scientific inquiry in the short term, even for students with low academic performance or little English-language experience. Our results suggest that low-performing students in particular may require additional opportunities for experiential learning or greater academic support to develop expert-like perceptions of biology as a science. PMID:27856549

Assessing the Personal Negative Impacts of Hooking Up Experienced by College Students: Gender Differences and Mental Health.

PubMed

Napper, Lucy E; Montes, Kevin S; Kenney, Shannon R; LaBrie, Joseph W

2016-09-01

Hooking up is a normative behavior among college students that is associated with a range of positive and negative consequences. While previous research has primarily focused on women's negative experiences of hooking up, the current study explored the relationships among hooking up behaviors, psychological distress, and a broad range of negative effects of hooking up in both male and female college students. Using a multisite sample of college students, we developed the 14-item Negative Impact of Hookups Inventory (NIHI) to assess negative health outcomes, emotional responses, and social consequences associated with hooking up. Unprotected sex and having more hookup partners were associated with greater negative experiences of hooking up. Contrary to expectations, there were no gender differences in the total number of negative hookup effects, although men reported more frequent hookups. In addition, negative impacts of hooking up were positively associated with psychological distress regardless of gender. The NIHI may offer a useful tool to assess the negative impacts of hooking up. Understanding students' hookup experiences is an important step toward developing targeted health interventions related to hooking up behavior in young adult populations.

Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology

PubMed Central

Jensen, Jamie Lee; Lawson, Anton

2011-01-01

This study compared the effectiveness of collaborative group composition and instructional method on reasoning gains and achievement in college biology. Based on initial student reasoning ability (i.e., low, medium, or high), students were assigned to either homogeneous or heterogeneous collaborative groups within either inquiry or didactic instruction. Achievement and reasoning gains were assessed at the end of the semester. Inquiry instruction, as a whole, led to significantly greater gains in reasoning ability and achievement. Inquiry instruction also led to greater confidence and more positive attitudes toward collaboration. Low-reasoning students made significantly greater reasoning gains within inquiry instruction when grouped with other low reasoners than when grouped with either medium or high reasoners. Results are consistent with equilibration theory, supporting the idea that students benefit from the opportunity for self-regulation without the guidance or direction of a more capable peer. PMID:21364101

Call to action: Better care, better health, and greater value in college health.

PubMed

Ciotoli, Carlo; Smith, Allison J; Keeling, Richard P

2018-03-05

It is time for action by leaders across higher education to strengthen quality improvement (QI) in college health, in pursuit of better care, better health, and increased value - goals closely linked to students' learning and success. The size and importance of the college student population; the connections between wellbeing, and therefore QI, and student success; the need for improved standards and greater accountability; and the positive contributions of QI to employee satisfaction and professionalism all warrant a widespread commitment to building greater capacity and capability for QI in college health. This report aims to inspire, motivate, and challenge college health professionals and their colleagues, campus leaders, and national entities to take both immediate and sustainable steps to bring QI to the forefront of college health practice - and, by doing so, to elevate care, health, and value of college health as a key pathway to advancing student success.

Associations of Caffeinated Beverage Consumption and Screen Time with Excessive Daytime Sleepiness in Korean High School Students.

PubMed

Jun, Nuri; Lee, Aeri; Baik, Inkyung

2017-01-01

The present study investigated caffeinated beverage consumption and screen time in the association with excessive daytime sleepiness (EDS) and sleep duration. We conducted a cross-sectional study including 249 Korean male high school students. These participants responded to a questionnaire inquiring the information on lifestyle factors, consumption of caffeinated beverages, time spent for screen media, and sleep duration as well as to the Epworth Sleepiness Scale (ESS) questionnaire. EDS was defined as ESS scores of 9 or greater. Students with EDS consumed greater amount of chocolate/cocoa drinks and spent longer time for a TV and a mobile phone than those without EDS (p < 0.05). In addition, students with short sleep (≤ 6 hours) consumed greater amount of coffee than others whereas students with long sleep (> 8 hours) consumed greater amount of chocolate/cocoa drinks than others (p < 0.05). Screen time did not differ according to the categories of sleep duration. Although these findings do not support causal relationships, they suggest that screen time is associated with EDS, but not with sleep duration, and that consumption of certain types of caffeinated beverages is associated with EDS and sleep duration. Adolescents may need to reduce screen time and caffeine consumption to improve sleep quality and avoid daytime sleepiness.

Internationalization of Higher Education and Language Policy: The Case of a Bilingual University in Taiwan

ERIC Educational Resources Information Center

Lau, Ken; Lin, Chia-Yen

2017-01-01

Universities worldwide, in placing a greater emphasis on global mobility, have recently seen a growing number of in- and outbound students. Parallel to this development has been the need to internationalize individual campuses, an important aspect of which is to have a common language (or languages) used for communication. The language policies in…

The Role of Investigations in Promoting Inquiry-Based Science Education in Ireland

ERIC Educational Resources Information Center

Kennedy, Declan

2014-01-01

This paper describes recent developments in Ireland to promote a greater interest in science among students in the 12-15 age group by means of practical work involving Inquiry Based Science Education (IBSE). The tasks, know as Investigations, are a component of the assessment of the subject Science which is studied as part of the Junior…

The Cost of Disengagement: Examining the Real Story of Absenteeism in Two Michigan Counties

ERIC Educational Resources Information Center

Rencher, Charles L.

2016-01-01

This Capstone project intended to create a greater awareness and develop an understanding of the impact of attendance on academic performance. Schools are faced with the tasks of ensuring students attend school and keeping them engaged while they are at school. This project encourages the reader to look past school attendance as a mere student…

School District-University Partnerships: Graduate Student Perceptions of the Strengths and Weaknesses of a Reformed Leadership Development Program

ERIC Educational Resources Information Center

Whitaker, Kathryn S.; King, Richard; Vogel, Linda R.

2004-01-01

There are various school administrator organizations that are called for redefinition of educational leadership, improved field experiences, greater relevance to K-12 education, and a redesign of curricula to reflect modern content, and to name a few of their proposals. Here, Whitaker presents a summary of data collected over four years from three…

A Residential School's Outdoor Education Program for Emotionally Handicapped Adolescents. Final Project Report of the Rhinecliff Union Free School District, Holy Cross Campus.

ERIC Educational Resources Information Center

Rigothi, Anthony, Ed.

Concept definition and activity description constituted the major focus of implementation proceedings of this outdoor education program designed for a residential school serving secondary students with emotional and drug related problems. Major program objectives were the development of greater academic growth and more positive self-concept for…

Using Paper Folding, Fraction Walls, and Number Lines to Develop Understanding of Fractions for Students from Years 5-8

ERIC Educational Resources Information Center

Pearn, Catherine Ann

2007-01-01

Several researchers have noted how children's whole number schemes can interfere with their efforts to learn fractions. An Australian study found that children who were successful with the solution of rational number tasks exhibited greater whole number knowledge and more flexible solution strategies. Behr and Post (1988) indicated that children…

Afterschool: A Natural Platform for Career Development. Afterschool Alert. Issue Brief No. 19

ERIC Educational Resources Information Center

Afterschool Alliance, 2004

2004-01-01

As technology evolves and the economy changes, greater demands will be placed on the workforce of the future. Myriad opportunities are and will be available to those who have the knowledge and the skills to meet those challenges. Afterschool programs offer a key opportunity to expose students to ideas and teach them skills that can unlock doors to…

An Exploration of Student Internet Use in India: The Technology Acceptance Model and the Theory of Planned Behaviour

ERIC Educational Resources Information Center

Fusilier, Marcelline; Durlabhji, Subhash

2005-01-01

Purpose: The purpose of this paper is to explore behavioral processes involved in internet technology acceptance and use with a sample in India, a developing country that can potentially benefit from greater participation in the web economy. Design/methodology/approach - User experience was incorporated into the technology acceptance model (TAM)…

Developing Assessment Policy and Evaluating Practice: A Case Study of the Introduction of A New Marking Scheme

ERIC Educational Resources Information Center

Handley, Fiona J. L.; Read, Ann

2017-01-01

In 2011, Southampton Solent University, a post-1992 university in southern England, introduced a new marking scheme with the aims of changing marking practice to achieve greater transparency and consistency in marking, and to ensure that the full range of marks was being awarded to students. This paper discusses the strategic background to the…

Louisiana waterthrush and benthic macroinvertebrate response to shale gas development

USGS Publications Warehouse

Wood, Petra; Frantz, Mack W.; Becker, Douglas A.

2016-01-01

Because shale gas development is occurring over large landscapes and consequently is affecting many headwater streams, an understanding of its effects on headwater-stream faunal communities is needed. We examined effects of shale gas development (well pads and associated infrastructure) on Louisiana waterthrush Parkesia motacilla and benthic macroinvertebrate communities in 12 West Virginia headwater streams in 2011. Streams were classed as impacted (n = 6) or unimpacted (n = 6) by shale gas development. We quantified waterthrush demography (nest success, clutch size, number of fledglings, territory density), a waterthrush Habitat Suitability Index, a Rapid Bioassessment Protocol habitat index, and benthic macroinvertebrate metrics including a genus-level stream-quality index for each stream. We compared each benthic metric between impacted and unimpacted streams with a Student's t-test that incorporated adjustments for normalizing data. Impacted streams had lower genus-level stream-quality index scores; lower overall and Ephemeroptera, Plecoptera, and Trichoptera richness; fewer intolerant taxa, more tolerant taxa, and greater density of 0–3-mm individuals (P ≤ 0.10). We then used Pearson correlation to relate waterthrush metrics to benthic metrics across the 12 streams. Territory density (no. of territories/km of stream) was greater on streams with higher genus-level stream-quality index scores; greater density of all taxa and Ephemeroptera, Plecoptera, and Trichoptera taxa; and greater biomass. Clutch size was greater on streams with higher genus-level stream-quality index scores. Nest survival analyses (n = 43 nests) completed with Program MARK suggested minimal influence of benthic metrics compared with nest stage and Habitat Suitability Index score. Although our study spanned only one season, our results suggest that shale gas development affected waterthrush and benthic communities in the headwater streams we studied. Thus, these ecological effects of shale gas development warrant closer examination.

Gender differences in the perception and utilization of social support: theoretical perspectives and an empirical test.

PubMed

Flaherty, J; Richman, J

1989-01-01

The authors contend that women are the more supportive, nurturing and affectively-connected sex. They argue that these gender differences result from socialization experiences which may be modified by social and occupational roles. Theoretical perspectives and research addressing this proposition are reviewed. Empirical data on support-eliciting and support-providing behaviors in a cohort of medical students are then provided to test their thesis. The data suggest that women have developed a greater sensitivity to the needs of themselves and others, leading to a greater capacity to provide support and a greater dependence upon social support for psychological well-being. Personality and developmental factors that may account for these differences are examined. The implications of these findings for gender differences in mental health are discussed.

Children's Behavioral Regulation and Literacy: the Impact of the First Grade Classroom Environment

PubMed Central

Day, Stephanie; Connor, Carol; McClelland, Megan

2015-01-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both which requires the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. PMID:26407837

Construction of a model demonstrating neural pathways and reflex arcs.

PubMed

Chan, V; Pisegna, J M; Rosian, R L; DiCarlo, S E

1996-12-01

Employment opportunities in the future will require higher skills and an understanding of mathematics and science. As a result of the growing number of careers that require solid science and mathematics training, the methods of science education are undergoing major reform. To adequately equip students for technologically advanced positions, new teaching methods must be developed that prepare tomorrow's workforce for the challenges of the 21st century. One such method is the use of models. By actively building and manipulating concrete models that represent scientific concepts, students are involved in the most basic level of Piaget's learning scheme: the sensorimotor stage. Models are useful in reaching all students at the foundational levels of learning, and further learning experiences are rapidly moved through higher learning levels. This success ensures greater comprehension and understanding compared with the traditional methods of rote memorization. We developed an exercise for the construction of an inexpensive, easy-to-build model demonstrating neural pathways and reflex arcs. Our exercise also includes many supplemental teaching tools. The exercise is designed to fulfill the need of sound physiological teaching materials for high school students.

Software for Training in Pre-College Mathematics

NASA Technical Reports Server (NTRS)

Shelton, Robert O.; Moebes, Travis A.; VanAlstine, Scot

2003-01-01

The Intelligent Math Tutor (IMT) is a computer program for training students in pre-college and college-level mathematics courses, including fundamentals, intermediate algebra, college algebra, and trigonometry. The IMT can be executed on a server computer for access by students via the Internet; alternatively, it can be executed on students computers equipped with compact- disk/read-only-memory (CD-ROM) drives. The IMT provides interactive exercises, assessment, tracking, and an on-line graphing calculator with algebraic-manipulation capabilities. The IMT provides an innovative combination of content, delivery mechanism, and artificial intelligence. Careful organization and presentation of the content make it possible to provide intelligent feedback to the student based on performance on exercises and tests. The tracking and feedback mechanisms are implemented within the capabilities of a commercial off-the-shelf development software tool and are written in the Unified Modeling Language to maximize reuse and minimize development cost. The graphical calculator is a standard feature of most college and pre-college algebra and trigonometry courses. Placing this functionality in a Java applet decreases the cost, provides greater capabilities, and provides an opportunity to integrate the calculator with the lessons.

A Multiyear Approach to Student-Driven Investigations in Exercise Physiology

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.; Campisi, Jay

2009-01-01

Many undergraduate institutions offer individual research opportunities for upper-level students in independent study courses and summer undergraduate research programs. These are necessarily limited to a small number of students. Greater numbers of students can benefit from incorporating student-directed investigative experiences into…

Evaluation of an art in health care elective module--a nurse education initiative.

PubMed

McCabe, Catherine; Neill, Freda; Granville, Gary; Grace, Sheila

2013-03-01

International literature suggests that nurse educators perceive a value in the arts and literature as a teaching strategy in helping nurses express a personal philosophy of nursing, teaching spirituality and non-verbal communication. The purpose of this study was to evaluate nursing students experiences of undertaking an interdisciplinary 'Art in Health' elective. The formative evaluation approach was based on the reflective practice model that encourages students (n = 60) to evaluate their own learning experience. 88% of nursing students valued the experience of learning with students from other disciplines or colleges. 63% commented on how they enjoyed the creative aspect of studio work and the element of diversity in brought to nursing. 63% indicated that the module gave them a greater insight into the presence of art in health care contexts and felt that they gained a deeper understanding of how art can help people in hospital. The module presents an innovative model of interdisciplinary curriculum development which appears to facilitate students in viewing patients from a more holistic perspective. As an education experience this module appears to have the potential to help students develop skills in working collaboratively with other health care and non health care disciplines. Copyright © 2012 Elsevier Ltd. All rights reserved.

Medical education and information and communication technology.

PubMed

Houshyari, Asefeh Badiey; Bahadorani, Mahnaz; Tootoonchi, Mina; Gardiner, John Jacob Zucker; Peña, Roberto A; Adibi, Peyman

2012-01-01

Information and communication technology (ICT) has brought many changes in medical education and practice in the last couple of decades. Teaching and learning medicine particularly has gone under profound changes due to computer technologies, and medical schools around the world have invested heavily either in new computer technologies or in the process of adapting to this technological revolution. In order to catch up with the rest of the world, developing countries need to research their options in adapting to new computer technologies. This descriptive survey study was designed to assess medical students' computer and Internet skills and their attitude toward ICT. Research findings showed that the mean score of self-perceived computer knowledge for male students in general was greater than for female students. Also, students who had participated in various prior computer workshops, had access to computer, Internet, and e-mail, and frequently checked their e-mail had higher mean of self-perceived knowledge and skill score. Finally, students with positive attitude toward ICT scored their computer knowledge higher than those who had no opinion. The results have confirmed that the medical schools, particularly in developing countries, need to bring fundamental changes such as curriculum modification in order to integrate ICT into medical education, creating essential infrastructure for ICT use in medical education and practice, and structured computer training for faculty and students.

Veterinary students' usage and perception of video teaching resources.

PubMed

Roshier, Amanda L; Foster, Neil; Jones, Michael A

2011-01-10

The purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future. A focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage. Students highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination. The students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education.

Associations Between Pharmacy Students' Attitudes Toward Debt, Stress, and Student Loans.

PubMed

Chisholm-Burns, Marie A; Spivey, Christina A; Jaeger, Melanie C; Williams, Jennifer

2017-09-01

Objective. To assess graduating pharmacy students' attitudes toward debt and determine associations with stress, student loan debt, financial need, current employment, post-graduation plans, and expected length of time to repay loans. Methods. Survey was conducted using an attitudes-toward-debt scale (sub-scales: tolerant attitudes toward debt; contemplation and knowledge about loans; fear of debt), Perceived Stress Scale, and questions concerning current employment, estimated total student loan debt, post-graduation plans, and expected length of time to repay loans. Federal loan data were collected using financial aid records. Independent samples t -test, ANOVA, and Pearson's r correlations were conducted. Results. There were 147 students (96.7%) who participated. The majority were female (59.2%), white (69.4%), and had federal student loans (90.5%). Mean total loan amount was $153,276 (SD $59,810), which included federal students loans accumulated before and during pharmacy school. No significant differences were noted on attitudes toward debt or stress based on whether respondents had federal student loans. Greater "fear of debt" was correlated with increased stress, estimated total student loan debt, total federal loan debt, and pharmacy school loan debt. Greater "contemplation and knowledge about loans" was correlated with lower estimated total student loan debt, total federal loan amount, and pharmacy school loan amount. Students with higher "contemplation and knowledge" scores expected to repay loans within a shorter time frame than students with lower scores. Conclusion. Increased fear of debt was related to greater perceived stress and higher student loan amounts borrowed, while increased contemplation and knowledge about loans was associated with lower amounts borrowed. Educational programming concerning loans, debt, and personal financial management may help reduce stress and amount borrowed.

The Effects of an Experiential Service-Learning Project on Residential Interior Design Students' Attitudes toward Design and Community

ERIC Educational Resources Information Center

Gomez-Lanier, Lilia

2016-01-01

This mixed research methods study explores whether project-based service-learning projects promote greater learning than standard project-based projects and whether introduced earlier into the curriculum promotes a greater student understanding of the world issues affecting their community. The present study focused on comparing sophomore and…

Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns

ERIC Educational Resources Information Center

Chiu, Ming Ming

2015-01-01

Background/Context: While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose/Objective/Research Question/Focus of Study: This study explores whether family inequalities…

Mental health pre-registration nursing students' experiences of group clinical supervision: a UK longitudinal qualitative study.

PubMed

Carver, Neil; Clibbens, Nicola; Ashmore, Russell; Sheldon, Julie

2014-03-01

There is widespread international interest in the use of clinical supervision in nursing as well as recognition of the need to introduce nursing students to its concepts and value. This article reports on a three-year longitudinal qualitative focus group study which explored students' views and experiences of a group clinical supervision initiative. Students attended supervision groups facilitated by teaching staff over their three year pre-registration mental health nursing course, with a main aim of developing skills, knowledge and attitudes as supervisees. The findings showed that students derived benefit from the experience, gained greater awareness of the nature of supervision and became active supervisees within their groups. These benefits took time to emerge and were not universal however. While the findings support the value of exposing students to the experience of group clinical supervision educators wishing to implement such a programme need to address a host of issues. These include; the preparation of students, structural and resource concerns, and issues relating to group dynamics. Copyright © 2013 Elsevier Ltd. All rights reserved.

Interest in biology. Part I: A multidimensional construct

NASA Astrophysics Data System (ADS)

Gardner, Paul L.; Tamir, Pinchas

Interest in a school subject (e.g., biology) is conceptualized in terms of three components: topics, activities, and motives, each of which has several dimensions. In this study, seven instruments were developed and administered to grade-10 biology students in Israel. Factor analysis provided support for the conceptualization which underlies the development of the instruments. Topic dimensions included biochemical processes, nonhuman organisms, human biology, personal hygiene, and practical applications; the activity dimensions were experiential learning, reception learning, writing/summarizing and group discussion; motives included environmental issues, moral issues, examination success, personal independence, problem solving, and four career dimensions (research, high-status professions, lower-status careers, woodsy-birdsy careers). In an analysis described in Part II of this paper, the students were classified into four groups on the basis of their grade-11 subject enrollment intentions: H (high-level biology), L (low-level biology), P (physical science), and N (no science). Zero-order and multiple correlations were found between interest and other variables and membership/nonmembership of the four groups. Students in Group H were characterized by higher achievement in year-10 biology, higher levels of enjoyment of biology, career orientations towards research or high-status biology-based professions, greater interest in various biology topics, especially reproduction/cell division/genetics, and a greater tendency to regard the Bagrut (grade-12) examination as interesting. Students in Group N displayed lower levels of interest in various topics (especially the microscope, plants, and reproduction), were less motivated to solve problems, had poorer grades in biology (and chemistry), were less likely to perceive biology as useful, were less likely to regard the Bagrut examination as fair, and were less likely to be interested in social modes of learning. There were few associations between interest variables and membership in Groups L or P.

Self-assessment of intercultural communication skills: a survey of physicians and medical students in Geneva, Switzerland.

PubMed

Hudelson, Patricia; Perron, Noelle Junod; Perneger, Thomas

2011-09-01

Physicians working with multicultural populations need to know how to elicit the patient's understanding of the illness; determine the patient's sociocultural context and identify any issues that might affect care; communicate effectively across patient-provider social and cultural differences; and collaborate effectively with an interpreter. Skills self-assessment can contribute to identifying training needs and monitoring skills development in these areas. As part of a larger study exploring the knowledge, attitudes and practices of Geneva physicians and medical students regarding the care of immigrant patients, we asked respondents to self-rate their ability to perform a range of common yet challenging intercultural communication tasks. Overall, respondents rated themselves less competent at intercultural tasks than at basic medical skills and less competent at specific intercultural communication skills than at general intercultural skills. Qualified doctors (as opposed to students), those with greater interest in caring for immigrants, and those who rarely encountered difficulties with immigrants rated themselves significantly more competent for all clinical tasks. Having a higher percentage of immigrant patients and previous cultural competence training predicted greater self-rated intercultural communication skills. Our self-assessment results suggest that students and physicians should be provided with the opportunity to practice intercultural skills with immigrant patients as part of their cultural competence training. To strengthen the validity of self-assessment measures, they should ideally be combined with more objective methods to assess actual skills.

Characteristics of good supervision: a multi-perspective qualitative exploration of the Masters in Public Health dissertation.

PubMed

Katikireddi, Srinivasa Vittal; Reilly, Jacqueline

2017-09-01

A dissertation is often a core component of the Masters in Public Health (MPH) qualification. This study aims to explore its purpose, from the perspective of both students and supervisors, and identify practices viewed as constituting good supervision. A multi-perspective qualitative study drawing on in-depth one-to-one interviews with MPH supervisors (n = 8) and students (n = 10), with data thematically analysed. The MPH dissertation was viewed as providing generic as well as discipline-specific knowledge and skills. It provided an opportunity for in-depth study on a chosen topic but different perspectives were evident as to whether the project should be grounded in public health practice rather than academia. Good supervision practice was thought to require topic knowledge, generic supervision skills (including clear communication of expectations and timely feedback) and adaptation of supervision to meet student needs. Two ideal types of the MPH dissertation process were identified. Supervisor-led projects focus on achieving a clearly defined output based on a supervisor-identified research question and aspire to harmonize research and teaching practice, but often have a narrower focus. Student-led projects may facilitate greater learning opportunities and better develop skills for public health practice but could be at greater risk of course failure. © The Author 2016. Published by Oxford University Press on behalf of Faculty of Public Health.

Exploring ESL students' understanding of mathematics in the early years: factors that make a difference

NASA Astrophysics Data System (ADS)

Miller, Jodie; Warren, Elizabeth

2014-12-01

Students living in disadvantaged contexts and whose second language is English (ESL) are at risk of not succeeding in school mathematics. It has been internationally recognised that students' socioeconomic background and their achievements in mathematics is more pronounced for Australian students (Thomson et al. 2011). This gap is even more prominent for students who also have English as their second language (ESL). This paper explores the impact of the representations, oral language and engagement in mathematics (RoleM) learning experiences on ESL students' performance in mathematics in the early years (foundation-year 2). All students participating in the study are from disadvantaged contexts ( n = 461). The sample comprised 328 students who identified themselves as having English as a second language (ESL) and 133 mainstream students. Pre- and post-tests were conducted at the commencement and completion of each school year. All students demonstrated a significant improvement on their post-test scores, with ESL students displaying greater gains than the mainstream students. Additionally, students' results were meeting norm-referenced expectations for students of the same age. A hypothesised taxonomy was developed to further investigate which types of test items foundation ESL students displayed greatest gains. ESL students again outperformed the mainstream cohort on all levels of test categorisation, including questions that were linguistically and conceptually challenging for foundation students.

The Effect of Faculty Self-Promotion on Student Evaluations of Teaching

ERIC Educational Resources Information Center

Farreras, Ingrid G.; Boyle, Robert W.

2012-01-01

This study investigated the effect that varying degrees of faculty self-promotion had on 322 student evaluations. As high student evaluations are correlated with greater student learning, it is imperative that we assess how faculty's presentation style is perceived by students so as to enhance instruction and therefore student learning. Students…

University science students' knowledge of fats.

PubMed

Mazier, M J Patricia; McLeod, Sheena L

2007-01-01

Students entering university often lack knowledge about fats; whether students gain such information during four years at university is unclear. Students' knowledge of fat in the first and fourth years was measured and compared. The effect of a nutrition course on knowledge was also examined. A total of 215 science students at a small undergraduate university completed a 15-item, closed-ended questionnaire concerning knowledge of fats in the diet. Fourth-year science students have greater nutrition knowledge of fats than do first-year science students (p<0.005). Given that the majority of first-year students reside on campus and the majority of fourth-year students reside off campus, the purchasing of food and preparation of meals may explain the senior students' greater knowledge of fat. Students who have taken a nutrition course know more about fats than do those who have not (p<0.001). Taking even one course in nutrition greatly increases nutrition knowledge. Universities could encourage undergraduate students to take a basic nutrition course, which should emphasize the identification and understanding of different types of dietary fats.

Promoting practical clinical management learning: the current situation about Information and Communications Technology capability development in student nurses.

PubMed

Willmer, Marian

2005-11-01

This paper is about work-based learning in information management for student nurses. It seeks, through a literature review, to make a case for and promote Information and Communications Technology capability development in student nurses within their clinical environment. The profession of nursing, like many other jobs, is facing the increasing usage of information technology in day-to-day operations. Admission and discharges of patients have been held on computer databases since at least the 1980s. With the new Labour Government in 1997, increasing focus was placed on the effectiveness of the National Health Service and using computers as one way to assist in achieving greater effectiveness. Nurse education therefore needed to reflect this need and support trainee nurses to acquire skills in Information and Communications Technology. This paper is part of an ongoing professional doctorate inquiry into Information and Communications Technology capability development in student nurses. A literature search was conducted on teaching information and technology skills via Cumulative Index to Nursing and Allied Health Literature. Most of the available studies were neither based on the UK nor were they about student nurses. As there is a dearth of published work in this specific area, relevant, related and tangential literature was reviewed. It is argued that current practice and published work on Information and Communications Technology capability development by student nurses hardly exists. The literature confirmed that success in this area requires sound change management, an understanding of National Health Service culture, and effective people leadership skills. Nurse educators and managers need to pay more attention to understand how organizations work, particularly organizations where student nurses carry out their work. As the search revealed a significant gap in the literature in this area, a practical conceptual framework to fully analyse, develop and implement sustained Information and Communications Technology capability in student nurses is proposed.

Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

NASA Astrophysics Data System (ADS)

Bridges, Jon P.

Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

Understanding genetics: Analysis of secondary students' conceptual status

NASA Astrophysics Data System (ADS)

Tsui, Chi-Yan; Treagust, David F.

2007-02-01

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a case-based design with multiple data collection methods. Over 4-8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross-case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible-plausible-fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed.

Medical student perceptions of research and research-orientated careers: An international questionnaire study.

PubMed

Funston, Garth; Piper, Rory J; Connell, Claire; Foden, Philip; Young, Adam M H; O'Neill, Paul

2016-10-01

Engaging and inspiring the next generation of physician-scientists at an early stage is recognised as key to ensure the future of medical research. However, little is known about medical student perceptions of research. We attempted to ascertain perceptions of research and research-orientated careers from medical students studying in different countries. An online questionnaire was developed, piloted, and promoted to medical students in various countries. 1625 responses were collected from 38 countries. Analysis was restricted to data collected from countries with >100 responses (n = 890). Less than half the respondents felt their medical school provided adequate research training. Key perceived barriers to research participation as a student included lack of time and difficulty finding mentors or projects. A significant gender disparity existed in research ambitions of students with females desiring less research involvement. The importance of barriers and satisfaction with research training differed significantly between countries. Students perceive a number of key barriers to research involvement and pursuit of research-orientated careers. Programmes designed to engage students with research should focus on overcoming identified barriers. Greater effort is needed to engage female students who report more significant barriers and less desire to follow research-orientated careers.

Reasoning strategies used by students to solve stoichiometry problems and its relationship to alternative conceptions, prior knowledge, and cognitive variables

NASA Astrophysics Data System (ADS)

de Astudillo, Luisa Rojas; Niaz, Mansoor

1996-06-01

Achievement in science depends on a series of factors that characterize the cognitive abilities of the students and the complex interactions between these factors and the environment that intervenes in the formation of students' background. The objective of this study is to: a) investigate reasoning strategies students use in solving stoichiometric problems; b) explore the relation between these strategies and alternative conceptions, prior knowledge and cognitive variables; and c) interpret the results within an epistemological framework. Results obtained show how stoichiometric relations produce conflicting situations for students, leading to conceptual misunderstanding of concepts, such as mass, atoms and moles. The wide variety of strategies used by students attest to the presence of competing and conflicting frameworks (progressive transitions, cf. Lakatos, 1970), leading to greater conceptual understanding. It is concluded that the methodology developed in this study (based on a series of closely related probing questions, generally requiring no calculations, that elicit student conceptual understanding to varying degrees within an intact classroom context) was influential in improving student performance. This improvement in performance, however, does not necessarily affect students' hard core of beliefs.

Hate the course or hate to go: semester differences in first year nursing attrition.

PubMed

Andrew, Sharon; Salamonson, Yenna; Weaver, Roslyn; Smith, Ana; O'Reilly, Rebecca; Taylor, Christine

2008-10-01

Most of the attrition from nursing courses occurs in the first year of study. Devising university strategies to reduce attrition requires an understanding of why students leave. The aim of this study was to explore whether students who leave a nursing course in the first semester leave for the same or different reasons than students who leave in the second semester of study. Seventeen students who had left the course were interviewed by telephone: seven in the first semester and ten in the second. In the first semester, students who leave consider themselves unprepared for university, have competing roles outside university and develop a strong dislike of the nursing course. They decide quickly that the course is unsuitable and leave. Those who leave in second semester would prefer to stay but events in their life create a crisis where they can no longer cope with university studies. These students hope to return to nursing whereas students who leave in the first semester are unlikely to consider returning. Attempts to retain students in the first semester may be futile as these students may be unsuited or uncommitted whereas there is greater scope to retain those who leave in the second semester.

[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.

Student midwives' duty hours: risks, standards, and recommendations.

PubMed

Lawrence, Rachel; Kantrowitz-Gordon, Ira; Landis, Andrea

2014-01-01

A growing body of literature has emerged describing the risks of extended-duty shifts and sleep deprivation. Worldwide, midwifery organizations have not adopted standards for practitioner or student duty shifts. This project reviews the literature related to extended-duty shifts in an effort to develop evidence-based recommendations for student nurse-midwives/student midwives (SNMs/SMs). A comprehensive literature search was conducted through electronic databases, major journals, and reference lists published in English since January 2001. Primary research studies evaluating sleep deprivation and shift duration were included. Studies that did not include the target population (shift workers) and those that formed conclusions related to extended-duty shifts greater than 30 hours were excluded. In addition, an extensive worldwide review of duty-hour recommendations from more than 300 health care organizations was conducted. A total of 40 studies met the inclusion criteria. Extended-duty shifts (those greater than 12 hours) increased the risk for cognitive and physical functional errors, safety concerns, and decreased quality of life from sleep deprivation. Cognitive function errors included attention lapses, visual tracking errors, decreased mentation and immediate recall, and decreased learning capacity. Physical errors included decreased motor skills and slowed reaction times in clinical simulations. These deficits led to an increased risk of motor vehicle accidents, needle sticks, and performance equivalent to unsafe blood alcohol concentrations. An overall decrease in quality of life and job satisfaction was linked to extended-duty shifts. Seven organizations for medical residents or advanced practice nurses have developed policy statements on duty shifts, with extended-duty shift limitations between 12 and 24 hours. The risks associated with extended-duty shifts may inhibit the development of SNMs/SMs into competent practitioners and place patients at risk. It is recommended that midwifery education programs adopt evidence-based limitations for the duty shifts of SNMs/SMs. © 2014 by the American College of Nurse-Midwives.

A virtual patient educational activity to improve interprofessional competencies: A randomized trial.

PubMed

Shoemaker, Michael J; de Voest, Margaret; Booth, Andrew; Meny, Lisa; Victor, Justin

2015-01-01

The purpose of the present study was to determine whether an interprofessional virtual patient educational activity improved interprofessional competencies in pharmacy, physician assistant, and physical therapy graduate students. Seventy-two fifth semester pharmacy (n = 33), fourth semester physician assistant (n = 27) and fourth semester physical therapy (n = 12) graduate students participated in the study. Participants were stratified by discipline and randomized into control (n = 38) and experimental groups (n = 34). At baseline and at study completion, all participants completed an original, investigator-developed survey that measured improvement in selected Interprofessional Education Collaborative (IPEC) competencies and the Readiness for Interprofessional Learning Scale (RIPLS). The experimental group had statistically significantly greater odds of improving on a variety of IPEC competencies and RIPLS items. The use of a single, interprofessional educational activity resulted in having a greater awareness of other professions' scopes of practice, what other professions have to offer a given patient and how different professions can collaborate in patient care.

Mature students' experiences of undergraduate nurse education programmes: the Irish experience.

PubMed

O'Brien, Frances; Keogh, Brian; Neenan, Kathleen

2009-08-01

In recent years mature students have been encouraged into nurse education for the valuable qualities they are known to possess, along with their ability to assist in providing a sustainable solution to the current health care crisis. Unfortunately corresponding resources and support structures have not accompanied this widening of access and mature students are expected to fit into structures that already exist, structures that were formulated with eighteen year olds in mind. This qualitative study explores the experiences of mature students in nurse education. Three discipline specific focus group interviews were used as a means of gathering data from 28 mature students. Data were analysed using thematic content analysis as described by Burnard [Burnard, P., 1991. A method of analysing interview transcripts in qualitative research. Nurse Education Today 11, 461-466]. Findings revealed that students continue to struggle with the academic component of the course. They also found it difficult to balance the home and university divide. Greater challenges were identified by female participants as they maintained their previous roles. Males on the other hand were provided with greater freedom to pursue their studies. There is a need for curricular changes to be implemented in order to provide a greater flexibility and supportive experience for mature students. Further research is advocated in this area.

Evaluation of a Social Norms Approach to a Suicide Prevention Campaign.

PubMed

Silk, Kami J; Perrault, Evan K; Nazione, Samantha A; Pace, Kristin; Collins-Eaglin, Jan

2017-02-01

Suicide is a leading cause of death for college-aged youth, and university counseling centers (UCC) strive to educate students about mental health issues and available campus services. The current research evaluates a college campus social norms campaign that used both peer and celebrity sources to promote help seeking among college students as a suicide prevention strategy. Postcampaign surveys of this quasi-experiment (n = 391) revealed that compared to students in the control neighborhood condition, students exposed to the campaign messages in the experimental neighborhood conditions were more likely to perceive students would refer a friend to the UCC and more likely to visit the UCC for a mental health concern. Students living in the intervention neighborhood with a peer message source reported a greater willingness to refer friends to the UCC compared to those who lived in the celebrity and control neighborhoods. Regardless of condition, students who reported seeing UCC messages reported greater effects than those who reported not viewing the messages (e.g., greater intentions to seek help and to talk to others about the UCC). Results of this study are discussed within a social norms framework and support the need for continued exposure to campaign messages to impact health outcomes.

Oral language supports early literacy: a pilot cluster randomized trial in disadvantaged schools.

PubMed

Snow, Pamela C; Eadie, Patricia A; Connell, Judy; Dalheim, Brenda; McCusker, Hugh J; Munro, John K

2014-10-01

This study examined the impact of teacher professional development aimed at improving the capacity of primary teachers in disadvantaged schools to strengthen children's expressive and receptive oral language skills and early literacy success in the first 2 years of school. Fourteen low-SES schools in Victoria, Australia were randomly allocated to a research (n = 8) or control arm (n = 6), resulting in an initial sample of 1254 students, (n = 602 in research arm and n = 652 in control arm). The intervention comprised 6 days of teacher and principal professional development (delivered by language and literacy experts), school-based continuing contact with the research team and completion by one staff member of each research school of a postgraduate unit on early language and literacy. Schools in the control arm received standard teaching according to state auspiced curriculum guidelines. Full data were available on 979 students at follow-up (time 2). Students in the research arm performed significantly better on Test of Language Development: Primary (Fourth Edition) sub-tests (p ≤ .002) and the Reading Progress Test (F = 10.4(1); p = .001) than students in the control arm at time 2. Narrative scores were not significantly different at time 2, although students in research schools showed greater gains. Findings provide "proof of concept" for this approach, and are discussed with respect to implications for teacher professional development and pre-service education concerning the psycholinguistic competencies that underpin the transition to literacy.

Critical classroom structures for empowering students to participate in science discourse

NASA Astrophysics Data System (ADS)

Belleau, Shelly N.; Otero, Valerie K.

2013-01-01

We compared contextual characteristics that impacted the nature and substance of "summarizing discussions" in a physics and a chemistry classroom in an Hispanic-serving urban high school. Specifically, we evaluated structural components of curricula and classrooms necessary to develop a culture of critical inquiry. Using the Physics and Everyday Thinking (PET) curriculum in the physics course, we found that students demonstrated critical thinking, critical evaluation, and used laboratory evidence to support ideas in whole-class summarizing discussions. We then implemented a model similar to PET in the chemistry course. However, chemistry students' statements lacked evidence, opposition and critical evaluation, and required greater teacher facilitation. We hypothesize that the designed laboratories and the research basis of PET influenced the extent to which physics students verbalized substantive scientific thought, authentic appeals to evidence, and a sense of empowerment to participate in the classroom scientific community.

Peer, social media, and alcohol marketing influences on college student drinking.

PubMed

Roberson, Angela A; McKinney, Cliff; Walker, Courtney; Coleman, Ashley

2018-07-01

To investigate how alcohol marketing and peers may promote college students' alcohol use through social media. College students (N = 682) aged 18 to 22 years from a large Southern university completed paper surveys in April 2014. Structural equation modeling was used to investigate relationships among variables as well as moderation by gender and race. Drinking behavior was directly related to perceived norms and attitudes toward alcohol that develop, in part, from direct and indirect interactions with their online and offline peers, as well as engagement with alcohol-related content on social media. Gender and ethnicity moderated some effects. College student drinking is influenced by friends' alcohol-related content posted on social networking sites and by greater engagement with traditional and online alcohol marketing. College campus alcohol misuse interventions should include components to counter peer influences and alcohol marketing on social media.

The healthy learner model for student chronic condition management--part II: the asthma initiative.

PubMed

Erickson, Cecelia DuPlessis; Splett, Patricia L; Mullett, Sara Stoltzfus; Jensen, Charlotte; Belseth, Stephanie Bisson

2006-12-01

The Healthy Learner Asthma Initiative (HLAI) was designed as a comprehensive, school-community initiative to improve asthma management and produce healthy learners. National asthma guidelines were translated into components of asthma management in the school setting that defined performance expectations and lead to greater quality and consistency of asthma care. The HLAI incorporated evidence-based practice and introduced the role of the asthma resource nurse. Leadership, capacity building, and strong partnerships among school nurses, students, families, and health care providers were essential to the implementation and sustainability of the HLAI. Professional school nursing and evaluation were defined as key requisites to a successful initiative. Evaluation results indicated positive effects on nursing practice, fewer asthma visits to the health office, and better attendance among students who received asthma care in the school health office. The HLAI provided the basis for development of the Healthy Learner Model for Student Chronic Condition Management.

Outcomes for Students Receiving School-Based Physical Therapy as Measured by the School Function Assessment.

PubMed

Effgen, Susan K; McCoy, Sarah Westcott; Chiarello, Lisa A; Jeffries, Lynn M; Starnes, Catherine; Bush, Heather M

2016-01-01

To describe School Function Assessment (SFA) outcomes after 6 months of school-based physical therapy and the effects of age and gross motor function on outcomes. Within 28 states, 109 physical therapists and 296 of their students with disabilities, ages 5 to 12 years, participated. After training, therapists completed 10 SFA scales on students near the beginning and end of the school year. Criterion scores for many students remained stable (46%-59%) or improved (37%-51%) with the most students improving in Participation and Maintaining/Changing Positions. Students aged 5 to 7 years showed greater change than 8- to 12-year-olds on 5 scales. Students with higher gross motor function (Gross Motor Function Classification System levels I vs IV/V and II/III vs IV/V) showed greater change on 9 scales. Positive SFA change was recorded in students receiving school-based physical therapy; however, the SFA is less sensitive for older students and those with lower functional movement.

MedTalks: developing teaching abilities and experience in undergraduate medical students

PubMed Central

Bandeali, Suhair; Chiang, Albert; Ramnanan, Christopher J.

2017-01-01

ABSTRACT Objectives: According to the CanMEDS’ Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. Methods: To address this, the University’s Medical Education Interest Group (MEIG) created a pilot teaching program in January 2015 entitled ‘MedTalks’. Four 3-hour sessions were held at the University Faculty of Medicine, where first and second year medical students taught clinically oriented topics to undergraduate university students. Each extracurricular session included three 30-minute content lectures, and a 90-minute small group session on physical examination skills. Each medical student-teacher received formal feedback from undergraduate students and from faculty educators regarding teaching style, communication abilities, and professionalism. In addition, medical student-teachers self-evaluated their own teaching experience. Results: Over 50 medical students from the University participated as medical student-teachers. Based on quantitative and qualitative evaluation surveys, 100% of medical students agreed that MedTalks was a useful way to develop teaching skills and 92% gained a greater confidence in individual teaching capabilities, based largely on the opportunity to gain experience (with feedback) in teaching roles. Conclusions: A program designed to give medical students multi-source teaching experience (lecture- and small group-based) and feedback on their teaching (from learners and Faculty observers, in addition to their own self-reflection) can improve medical student confidence and enthusiasm towards teaching. Future studies will clarify if medical student self-perceived enhancements in teaching ability can be corroborated by independent (Faculty, learner) observations of future teaching activity. PMID:28178910

Hit, Robbed, and Put Down (but not Bullied): Underreporting of Bullying by Minority and Male Students.

PubMed

Lai, Tianjian; Kao, Grace

2018-03-01

To tackle adolescent bullying and identify students most vulnerable to being bullied, it is essential to examine both occurrences of bullying behaviors and students' own likelihoods of reporting bullying. This study examines ethnic and gender differences in students' odds of reporting bullying using the Education Longitudinal Study of 2002, a nationally representative study of United States high school sophomores (N = 15,362; ages 15-19; 50.2% female). Compared to White and female students, minority (particularly Black and Hispanic) and male students report comparable or greater experiences of bullying behaviors (such as being threatened, hit, put down by peers, or having belongings forced from them, stolen or damaged), but are less likely to report that they have been "bullied." These findings point to racialized and gendered differences in reporting bullying experiences such that indicators of "weakness" in peer relations may carry a greater stigma for minority and male students.

Field Instructors' Perspectives on Foundation Year MSW Students' Preplacement Anxiety

ERIC Educational Resources Information Center

Rosenthal Gelman, Caroline

2011-01-01

This study elicited 39 field instructors' perspectives on the anxiety that students experience as they begin field placements. Field instructors rated students as significantly more anxious than did students themselves, and although field instructors believed anxiety interferes with learning to a greater extent than did students, they did not…

Earthquake Knowledge and Experiences of Introductory Geology Students.

ERIC Educational Resources Information Center

Barrow, Lloyd; Haskins, Sandra

1996-01-01

Explores introductory geology students' (n=186) understanding of earthquakes. Results indicate that the mass media seem to provide students greater details about the cause and impact than the actual experience itself, students lack a broad understanding about the theory of plate tectonics, and introductory geology students have extensive…

Assessment of Students' Satisfaction of Service Quality in Takoradi Polytechnic: The Students' Perspective

ERIC Educational Resources Information Center

Anwowie, Samuel; Amoako, Joseph; Abrefa, Amma Adomaa

2015-01-01

Higher educational institutions are increasingly placing greater emphasis on meeting students' expectations and needs as student perceptions of higher educational facilities and services are becoming more important. To investigate students' satisfaction of service quality at the Takoradi Polytechnic, a study was conducted using the SERVQUAL…

Comparing International and American Students' Challenges: A Literature Review

ERIC Educational Resources Information Center

Perry, Cody J.

2016-01-01

International student numbers have increased drastically in the past few years. International students provide benefits to universities and American students such as greater revenue, and more open-mindedness. There have been myriad studies that have examined the international student experience, but most have focused solely on international…

Determinants of Student and Parent Satisfaction at a Cyber Charter School

ERIC Educational Resources Information Center

Beck, Dennis E.; Maranto, Robert; Lo, Wen-Juo

2014-01-01

Research indicates that in traditional public schools the subjective well-being of students and parents varies by gender, race, and special education status. Prior studies suggest that general education students are more satisfied with their schooling than special education students, that female students have greater satisfaction with their…

American College Students and Protestant Work Ethic.

ERIC Educational Resources Information Center

Wentworth, Diane Keyser; Chell, Robert M.

1997-01-01

Hypothesizes that older, graduate, and non-U.S. students would express a greater belief in Max Weber's "Protestant work ethic" (PWE), that posits hard work and delayed gratification as bases for achievement. Finds that younger students, male students, and foreign students have the strongest beliefs in the PWE. Explains the findings. (DSK)

Grabbing Third Rails: Courageous Responses to Persistent Equity Gaps

ERIC Educational Resources Information Center

Prystowsky, Richard J.; Herrera, Jordan; Crowley, Cara; Lowery­-Hart, Russell; Fannon, Sherri

2017-01-01

Student success efforts often focus on issues related to students' college-readiness, but the authors of a recent book, "Becoming a Student-Ready College: A New Culture of Leadership for Student Success," challenge higher education professionals to take a different approach. The admission of increasingly greater numbers of students from…

How Cardiac Anesthesiology Can Help "STEM" the Tide of Under-representation of Minorities in Science and Medicine.

PubMed

Woodward, Elliott; Lai, Yvonne; Egun, Christyanna; Fitzsimons, Michael G

2018-04-01

The field of medicine is built upon science, technology, engineering, and math (STEM), yet the United States is rapidly falling behind when it comes to educating the next generation in these disciplines, especially under-represented populations. The authors reflect on existing educational literature surrounding efforts to promote interest in STEM among students and under-represented populations. The authors advocate for greater efforts toward the development of youth programing. Cardiac anesthesia is uniquely positioned as a subspecialty to advance the goal of promoting interest in STEM in diverse groups of young students. The authors describe their development and implementation of a community outreach program to enhance interest in medicine through a cardiac dissection experience. Copyright © 2017. Published by Elsevier Inc.

The Development and Validation of a Scale Assessing Individual Schemas Used in Classifying a Smoker: Implications for Research and Practice

PubMed Central

Nehl, Eric; Sterling, Kymberle; Buchanan, Taneisha; Narula, Shana; Sutfin, Erin; Ahluwalia, Jasjit S.

2011-01-01

Introduction: Half of college students who have smoked in the past month do not consider themselves smokers. Understanding one’s schema of smokers is important, as it might relate to smoking behavior. Thus, we aimed to develop a scale assessing how young adults classify smokers and establish reliability and validity of the scale. Methods: Of 24,055 students at six Southeast colleges recruited to complete an online survey, 4,840 (20.1%) responded, with complete smoking and scale development data from 3,863. Results: The Classifying a Smoker Scale consisted of 10 items derived from prior research. Factor analysis extracted a single factor accounting for 40.00% of score variance (eigenvalue = 5.52). Higher scores (range 10–70) indicate stricter criteria in classifying a smoker. The scale yielded a Cronbach’s alpha of .91. Current smoking (past 30-day) prevalence was 22.8%. Higher Classifying a Smoker Scale scores (p = .001) were significant predictors of current smoking, controlling for sociodemographics. Higher scores were related to being nondaily versus daily smokers (p = .009), readiness to quit in the next month (p = .04), greater perceived smoking prevalence (p = .007), not identifying as smokers (p < .001), less perceived harm of smoking (p < .001), greater concern about smoking health risks (p = .01), and less favorable attitudes toward smoking restrictions (p < .001). Among current smokers, higher scores were related to greater smoking frequency (p = .02), not identifying as smokers (p < .001), and less perceived harm of smoking (p < .001), controlling for sociodemographics. Conclusion: This scale, demonstrating good psychometric properties, highlights potential intervention targets for prevention and cessation, as it relates to smoking, risk perception, and interest in quitting. PMID:21994337

The development and validation of a scale assessing individual schemas used in classifying a smoker: implications for research and practice.

PubMed

Berg, Carla J; Nehl, Eric; Sterling, Kymberle; Buchanan, Taneisha; Narula, Shana; Sutfin, Erin; Ahluwalia, Jasjit S

2011-12-01

Half of college students who have smoked in the past month do not consider themselves smokers. Understanding one's schema of smokers is important, as it might relate to smoking behavior. Thus, we aimed to develop a scale assessing how young adults classify smokers and establish reliability and validity of the scale. Of 24,055 students at six Southeast colleges recruited to complete an online survey, 4,840 (20.1%) responded, with complete smoking and scale development data from 3,863. The Classifying a Smoker Scale consisted of 10 items derived from prior research. Factor analysis extracted a single factor accounting for 40.00% of score variance (eigenvalue = 5.52). Higher scores (range 10-70) indicate stricter criteria in classifying a smoker. The scale yielded a Cronbach's alpha of .91. Current smoking (past 30-day) prevalence was 22.8%. Higher Classifying a Smoker Scale scores (p = .001) were significant predictors of current smoking, controlling for sociodemographics. Higher scores were related to being nondaily versus daily smokers (p = .009), readiness to quit in the next month (p = .04), greater perceived smoking prevalence (p = .007), not identifying as smokers (p < .001), less perceived harm of smoking (p < .001), greater concern about smoking health risks (p = .01), and less favorable attitudes toward smoking restrictions (p < .001). Among current smokers, higher scores were related to greater smoking frequency (p = .02), not identifying as smokers (p < .001), and less perceived harm of smoking (p < .001), controlling for sociodemographics. This scale, demonstrating good psychometric properties, highlights potential intervention targets for prevention and cessation, as it relates to smoking, risk perception, and interest in quitting.