Statistics in Japanese universities.

PubMed Central

Ito, P K

1979-01-01

The teaching of statistics in the U.S. and Japanese universities is briefly reviewed. It is found that H. Hotelling's articles and subsequent relevant publications on the teaching of statistics have contributed to a considerable extent to the establishment of excellent departments of statistics in U.S. universities and colleges. Today the U.S. may be proud of many well-staffed and well-organized departments of theoretical and applied statistics with excellent undergraduate and graduate programs. On the contrary, no Japanese universities have an independent department of statistics at present, and the teaching of statistics has been spread among a heterogeneous group of departments of application. This was mainly due to the Japanese government regulation concerning the establishment of a university. However, it has recently been revised so that an independent department of statistics may be started in a Japanese university with undergraduate and graduate programs. It is hoped that discussions will be started among those concerned on the question of organization of the teaching of statistics in Japanese universities as soon as possible. PMID:396154

Working towards Excellence: Results from Schools Implementing New American Schools Designs.

ERIC Educational Resources Information Center

New American Schools Development Corp.

This report presents eight different approaches adapted by schools to dramatically raise student achievement. The schools combine comprehensive, whole-school change with systems-level restructuring to help a large proportion of schools around the country achieve excellence. The eight programs include (1) ATLAS (Authentic Teaching, Learning, and…

Teaching Science and Mathematics Subjects Using the Excel Spreadsheet Package

ERIC Educational Resources Information Center

Ibrahim, Dogan

2009-01-01

The teaching of scientific subjects usually require laboratories where students can put the theory they have learned into practice. Traditionally, electronic programmable calculators, dedicated software, or expensive software simulation packages, such as MATLAB have been used to simulate scientific experiments. Recently, spreadsheet programs have…

Teaching graphical simulations of Fourier series expansion of some periodic waves using spreadsheets

NASA Astrophysics Data System (ADS)

Singh, Iqbal; Kaur, Bikramjeet

2018-05-01

The present article demonstrates a way of programming using an Excel spreadsheet to teach Fourier series expansion in school/colleges without the knowledge of any typical programming language. By using this, a student learns to approximate partial sum of the n terms of Fourier series for some periodic signals such as square wave, saw tooth wave, half wave rectifier and full wave rectifier signals.

Roles of Variables in Three Programming Paradigms

ERIC Educational Resources Information Center

Sajaniemi, J.; Ben-Ari, M.; Byckling, P.; Gerdt, P.; Kulikova, Y.

2006-01-01

Roles can be assigned to occurrences of variables in programs according to a small number of stereotypical patterns of use. Studies on explicitly teaching roles to novices learning programming have shown that roles are an excellent pedagogical tool for clarifying the structure and meaning of programs and that their use improves students'…

Identifying Characteristics of Technology and Engineering Teachers Striving for Excellence Using a Modified Delphi

ERIC Educational Resources Information Center

Rose, Mary Annette; Shumway, Steven; Carter, Vinson; Brown, Josh

2015-01-01

Preparing a technology and engineering (TE) teacher who strives for teaching excellence is a fundamental mission of TE teacher education programs in the United States. In 2012, the International Technology and Engineering Educators Association (ITEEA, formerly the International Technology Education Association, ITEA) Council on Technology and…

Continuous Improvement in Business Education: Insights from the For-Profit Sector and Business School Deans.

ERIC Educational Resources Information Center

Bailey, Allan R.; Chow, Chee W.; Hadad, Kamal M.

1999-01-01

The balanced scorecard, a customer-based continuous improvement system, can be applied to business schools. Business deans (n=38) suggested goals and measures for a customer perspective, including such factors as stakeholders, program and service quality, public image, teaching/learning excellence, curriculum excellence, fund raising, and human…

Supporting Quality Teachers with Recognition

ERIC Educational Resources Information Center

Andrews, Hans A.

2011-01-01

Value has been found in providing recognition and awards programs for excellent teachers. Research has also found a major lack of these programs in both the USA and in Australia. Teachers receiving recognition and awards for their teaching have praised recognition programs as providing motivation for them to continue high-level instruction.…

A teaching mentorship program to facilitate excellence in teaching and learning.

PubMed

Slimmer, Lynda

2012-01-01

The impact of decreasing faculty numbers on the nursing shortage has been well documented. Mentoring is recognized as the most significant way to grow and nurture nurse educators. The purpose of this article was to describe the Teaching Mentorship Program within the College of Nursing Department of Biobehavioral Health Science at a Midwestern state university. The program activities are designed to facilitate new faculty members' transition from the role of nurse clinician to the role of nurse educator, to support the implementation of evidence-based teaching practices, and to encourage the development of teaching scholarship. Outcomes of the program include retention of new faculty, improved student satisfaction with the quality of instruction, and increased teaching scholarship activities. The program demonstrates the three hallmarks of an effective mentoring program. First, the program is supported by an institutional culture that values mentoring and provides it with an organizational home. Second, the Associate Department Head and primary mentor has been an educator for 37 years with expertise in curriculum development, program evaluation, and teaching methodologies. Third, because the associate department head's principle role is to implement the program and serve as the primary mentor, her commitment is to provide flexible, timely access to faculty. Copyright © 2012 Elsevier Inc. All rights reserved.

ACS-Hach Programs: Supporting Excellence in High School Chemistry Teaching

NASA Astrophysics Data System (ADS)

Taylor, Terri

2009-05-01

In January 2009, the ACS received a gift of approximately $33 million from the Hach Scientific Foundation, the largest gift in the society's 133-year history. The foundation's programs will be continued by the ACS and will complement pre-existing ACS resources that support high school chemistry teaching. Three activities serve as the pillars of the ACS-Hach programs—the High School Chemistry Grant Program, the Second Career Teacher Scholarship Program, and the Land Grant University Scholars Program. Collectively, the ACS-Hach programs support high school chemistry teaching and learning by responding to the needs of both in-service and pre-service secondary teachers. The goals of each of the ACS-Hach programs align well with the ACS Mission—to advance the broader chemistry enterprise and its practitioners for the benefit of Earth and its people.

A multi-level assessment of a program to teach medical students to teach.

PubMed

Blatt, Benjamin; Greenberg, Larrie

2007-02-01

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and Learning Communication Skills) program is a senior elective and open to all MS4s. We evaluated our program through assessment of its participants at three levels: level 1, opinion; level 2, competence; and level 3, performance; but not level 4, patient outcomes. The authors used a retrospective, pre-post questionnaire to assess MS4 attitudes about their educational experiences, a traditional instrument to assess their teaching, an interaction analysis technique using Bloom's taxonomy to assess MS4s' feedback skills, and a SP exam to assess MS4 communication skills. The authors hypothesized that MS4s participating in TALKS would view medical education more positively and informatively, would demonstrate important principles in giving feedback, would be assessed as excellent teachers, and would perform better than controls in an SP exam emphasizing communication skills. Results revealed that MS4s' ratings as teachers were very good to excellent, with the highest scores on the items "knowledgeable, supportive of me, and answering questions clearly." (Level 1, Opinion) MS4s' perceptions of their knowledge, attitudes and skills increased significantly from the pre to the post-questionnaire. (Level 2, Competence) MS4 feedback skills to MS2s revealed they did more talking than ideal, often at the lowest levels of Bloom's taxonomy. (Level 3, Performance) MS4s demonstrated better communication skills than controls on an evaluation by professional SPs. (Level 3, Performance).

Academic Excellence: The Role of Research in the Physical Sciences at Undergraduate Institutions.

ERIC Educational Resources Information Center

Doyle, Michael P., Ed.

Chapters of this collection show that students benefit from a research-based teaching environment, and that students who have the opportunity for research complete their science programs in greater numbers than those who do not. The chapters of section 1, "Achieving Excellence," are: (1) "The Role of Research at Undergraduate Institution: Why Is…

Teaching Fundamental Skills in Microsoft Excel to First-Year Students in Quantitative Analysis

ERIC Educational Resources Information Center

Rubin, Samuel J.; Abrams, Binyomin

2015-01-01

Despite their technological savvy, most students entering university lack the necessary computer skills to succeed in a quantitative analysis course, in which they are often expected to input, analyze, and plot results of experiments without any previous formal education in Microsoft Excel or similar programs. This lack of formal education results…

Best Practices in Digital Object Development for Education: Promoting Excellence and Innovation in Instructional Quality and Assessment

ERIC Educational Resources Information Center

Reece, Amanda A.

2016-01-01

A program of development of online learning resources should provide content, resources, support and activities to promote excellence and innovation in instructional quality and assessment. This article provides details on five best practices in digital object development for teaching and learning. In addition, an evaluation of the learning object…

Dynamic Modeling for Development and Education: From Concepts to Numbers

ERIC Educational Resources Information Center

Van Geert, Paul

2014-01-01

The general aim of the article is to teach the reader how to transform conceptual models of change, development, and learning into mathematical expressions and how to use these equations to build dynamic models by means of the widely used spreadsheet program Excel. The explanation is supported by a number of Excel files, which the reader can…

Academy for Teacher Excellence: Maximizing Synergy among Partners for Promoting College Access for Latino Teacher Candidates

ERIC Educational Resources Information Center

Flores, Belinda Bustos; Claeys, Lorena

2011-01-01

This case study discusses how educational entities collaborate in meaningful ways to address teaching force representation and shortages in critical fields for diverse populations in urban education settings. The authors examined how the role of a federally funded program, Academy for Teacher Excellence (ATE), at a Hispanic Serving Institution in…

Effect of resident evaluations of obstetrics and gynecology faculty on promotion.

PubMed

Curran, Diana S; Stalburg, Caren M; Xu, Xiao; Dewald, Samantha R; Quint, Elisabeth H

2013-12-01

Promotion for academic faculty depends on a variety of factors, including their research, publications, national leadership, and quality of their teaching. We sought to determine the importance of resident evaluations of faculty for promotion in obstetrics-gynecology programs. A 28-item questionnaire was developed and distributed to 185 department chairs of US obstetrics-gynecology residency programs. Fifty percent (93 of 185) responded, with 40% (37 of 93) stating that teaching has become more important for promotion in the past 10 years. When faculty are being considered for promotion, teaching evaluations were deemed "very important" 60% of the time for clinician track faculty but were rated as mainly "not important" or "not applicable" for research faculty. Sixteen respondents (17%) stated a faculty member had failed to achieve promotion in the past 5 years because of poor teaching evaluations. Positive teaching evaluations outweighed low publication numbers for clinical faculty 24% of the time, compared with 5% for research faculty and 8% for tenured faculty being considered for promotion. The most common reason for rejection for promotion in all tracks was the number of publications. Awards for excellence in teaching improved chances of promotion. Teaching quality is becoming more important in academic obstetrics-gynecology departments, especially for clinical faculty. Although in most institutions promotion is not achieved without adequate research and publications, the importance of teaching excellence is obvious, with 1 of 6 (17%) departments reporting a promotion had been denied due to poor teaching evaluations.

Evaluation of audiovisual teaching material in family practice: a report of review activities, 1977--1978.

PubMed

Geyman, J P

1979-05-01

Audiovisual teaching materials have found increasing use in medical education in recent years, and a large number of excellent materials have been produced. The plethora of existing audiovisual teaching programs has made it difficult for educators and potential users to be aware of what is available and to select programs relevant to specific learning needs. The Audiovisual Review Committee has functioned over the last five years as a subcommittee of the Education Committee of the Society of Teachers of Family Medicine. This paper describes the experience of this group over the last two years and presents a complete listing of audiovisual teaching materials which have been reviewed and appraised during that period.

How Administrators Can Improve Teaching: Moving from Talk to Action in Higher Education.

ERIC Educational Resources Information Center

Seldin, Peter; And Others

This collection of 11 papers focuses on the strategies and programs college administrators can use to effect changes needed to achieve teaching excellence. Most papers combine a review of the research and professional literature with the author's personal experience. The first part of the book examines the college and university climate and the…

Factors Affecting the Quality of English Language Teaching in Preparatory Year, University of Jeddah

ERIC Educational Resources Information Center

Dakhiel, Maysoon A.

2017-01-01

Several Universities in Saudi Arabia have recently made it their priority to pursue excellence in effective EFL teaching-learning starting from the Preparatory Year Program (PYP). That is due to the rapid expansion of English as a lingua franca in tertiary education especially in science and technology, scientific and educational publication,…

Finally, a Good Way to Teach City Government! A Review of the Computer Simulation Game "SimCity."

ERIC Educational Resources Information Center

Pahl, Ronald H.

1991-01-01

Offers an evaluation of the computer simulation game "SimCity." Suggests possible uses for the game at different age and experience levels. Recommends the program as challenging, humorous, and an excellent aid in teaching about the problems and solutions facing city government. Explains that students serve as public officials. (DK)

Handling Math Expressions in Economics: Recoding Spreadsheet Teaching Tool of Growth Models

ERIC Educational Resources Information Center

Moro-Egido, Ana I.; Pedauga, Luis E.

2017-01-01

In the present paper, we develop a teaching methodology for economic theory. The main contribution of this paper relies on combining the interactive characteristics of spreadsheet programs such as Excel and Unicode plain-text linear format for mathematical expressions. The advantage of Unicode standard rests on its ease for writing and reading…

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

"These Are Not the Realities I Imagined": An Inquiry into the Lost Hopes and Aspirations of Beginning Teachers

ERIC Educational Resources Information Center

Shayshon, Bruria; Popper-Giveon, Ariela

2017-01-01

The Program for Excellence in Teaching (PET) conducted in Israel aspires towards training excellent teachers but also towards creating agents of change within the educational system. This qualitative study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their…

Teaching excellence in nursing education: a caring framework.

PubMed

Sawatzky, Jo-Ann V; Enns, Carol L; Ashcroft, Terri J; Davis, Penny L; Harder, B Nicole

2009-01-01

Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care.

What Makes an Excellent Lecturer? Academics' Perspectives on the Discourse of "Teaching Excellence" in Higher Education

ERIC Educational Resources Information Center

Wood, Margaret; Su, Feng

2017-01-01

In the context of the Teaching Excellence Framework (TEF), we examine academics' perspectives on the discourse of "teaching excellence" based on an empirical study with 16 participants from five post-1992 universities. The article reports the findings on academics' views of the term and concept of "teaching excellence",…

The OA System of College - - Design of the Teaching Quality Monitoring Subsystem

NASA Astrophysics Data System (ADS)

Wu, Hongjuan; Ying, Hong; Jiang, Youyi; Yan, Pei

According to the drawbacks of traditional teaching quality monitoring subsystems and based on the achievements of practical research in the teaching quality monitoring administration in College, this paper provides a design of overall structure of teaching quality monitoring subsystem, that is more suitable for colleges' management. This new system is endowed with the same features as .NET application programes: easy to extend, easy to maintain, flexible, convenient, and it let enterprises, students' parents and excellent graduates participate in teaching quality monitoring administration, have significant effect to ensure the quality of talent training in colleges.

Managing Your Mathematics Program: A Total System. A Guide to the U-SAIL Basic Mathematics System.

ERIC Educational Resources Information Center

Hales, Carma M.; Jones, Maurine E.

The Utah System Approach to Individual Learning (U-SAIL) Mathematics System was developed to make it possible for teachers to provide excellence in arithmetic instruction. It is based on the premise that in order to teach arithmetic well, teachers must accurately assess, teach directly, provide students with focused practice, corrective feedback,…

Preparing Physics Ph.D. Students as Instructors

NASA Astrophysics Data System (ADS)

Manhart, Michael; Knapen, Simon

2012-03-01

As demand grows for education in STEM fields, there is an increasing need for Ph.D. physicists with a strong aptitude for and commitment to teaching. Development of these skills begins in graduate school, where most physicists are first exposed to teaching as TAs to undergraduate courses. The TA experience thus has considerable impact on the development of their teaching skills. Unfortunately, many graduate programs do not provide detailed training to their TAs. However, if departments hope to produce physicists who are also outstanding educators, they must create a culture of excellence in teaching that includes adequate training and incentives to excel for their graduate student TAs. As current Ph.D. students in the Department of Physics and Astronomy at Rutgers University, we have designed and implemented a TA training program to achieve these goals. Our program, Developing Educational Leaders among TAs in Physics (DELTA P), is aimed at new physics TAs and consists of an intensive orientation followed by 10 weekly seminars during the semester. The orientation focuses on the essential practical issues relevant to TAs before they first step in the classroom, while the seminars delve into more specialized topics, ranging from motivating non-majors to physics education research. Students who complete the program are given an official credential by the department to certify their training. After two years DELTA P has begun to effect positive changes to our department's TA experience, and we believe DELTA P serves as a useful model for other departments. In this talk, we will present our program and hope to engage in an interactive discussion with the audience about these issues.

Teaching Excellence Initiatives: Modalities and Operational Factors

ERIC Educational Resources Information Center

Land, Ray; Gordon, George

2015-01-01

Teaching excellence is at the centre of national and international higher education policy. The Higher Education Academy (HEA) is a part of the debate to develop a shared understanding of what constitutes teaching excellence and has published research including "Considering Teaching Excellence in Higher Education: 2007-2013" by Dr Vicky…

Teaching strategies used by internal medicine residents on the wards.

PubMed

Smith, Dustin T; Kohlwes, R Jeffrey

2011-01-01

Residents serve as teachers to interns and students in most internal medicine residency programs. The purpose of our study is to explore what internal medicine residents perceive as effective teaching strategies in the inpatient setting and to formulate a guideline for preparing residents to lead their ward teams. Housestaff identified as excellent teaching residents were recruited from a large internal medicine residency program. Focus groups were formed and interviews were conducted using open-ended questions. Transcripts of the interviews were reviewed, analyzed, and compared for accuracy by two investigators. The transcripts were then coded to categorize data into similar subjects from which recurrent themes in resident teaching were identified. Twenty-two residents participated in four focus group interviews held in 2008. We identified five principal themes for effective teaching by residents: (T)aking advantage of teaching opportunities, (E)mpowering learners, (A)ssuming the role of leader, (C)reating a learning environment, and (H)abituating the practice of teaching. Strategies for effective teaching by residents exist. The TEACH mnemonic is a resident-identified method of instruction. Use of this tool could enable residency programs to create instructional curricula to prepare their residents and interns to take on the roles of team leaders and teachers.

Instructional Improvement at Santa Barbara City College. Fourth Annual Report: Innovative Teaching Methodology and Research Activities by the Institution's Distinguished Faculty.

ERIC Educational Resources Information Center

Santa Barbara City Coll., CA. Office of Instruction.

Brief descriptions are provided of the programs and activities conducted at Santa Barbara City College (SBCC) to promote instructional improvement, and of the achievements of program participants. After an introduction to the college's commitment to instructional excellence, the following programs are described: (1) the Annual Faculty Lecturer…

The efieldbook program: A teaching resource for geology

NASA Astrophysics Data System (ADS)

Vacas Peña, José Manuel; Chamoso, José M.; Urones, Carmen

2011-04-01

The eFieldBook program is a geology teaching tool with high didactic potential that guides a student's work in the field using multimedia and other resources. This program allows the collection of geo-referenced geological information as well as its storage and transmission, if necessary, as soon as it is collected. The data can be collected as in traditional field notebooks or on maps and photographs. The information can be used as soon as it is collected and can be exported to other programs such as Word, Excel, Georient or statistical packages. eFieldBook safely stores and backs up user information by sending any data collected to a selected Internet target at regular time intervals.

Prescriptions and Perceptions of Teaching Excellence: A Study of the National "Wettbewerb Exzellente Lehre" Initiative in Germany

ERIC Educational Resources Information Center

Brockerhoff, Lisa; Stensaker, Bjørn; Huisman, Jeroen

2014-01-01

This article discusses how teaching excellence is prescribed by policy-makers and perceived by higher education institutions in the national competition for teaching excellence ("Wettbewerb Exzellente Lehre") in Germany. Teaching excellence has become an important topic around the world. Its importance can be seen in the increase in…

Generic Gold Standard or Contextualised Public Good? Teaching Excellence Awards in Post-Colonial South Africa

ERIC Educational Resources Information Center

Behari-Leak, Kasturi; McKenna, Sioux

2017-01-01

Teaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching excellence and how "excellence" is understood in current higher education. In a post-colonial South Africa, where significant injustices permeate our society, we question whether…

Review article: teaching, learning, and the pursuit of excellence in anesthesia education.

PubMed

Wong, Anne

2012-02-01

Excellence in anesthesia education has been advocated to meet the future needs and direction of the specialty. The purpose of this article is twofold: first, to review the current medical education literature and theory in order to inform teaching and learning in anesthesia; and second, to advocate for excellence in anesthesia education. This review considers the general education, educational psychology, and medical education literature based on a search of the MEDLINE and ERIC databases, educational Web sites, and library catalogues. Excellent teaching is considered that which facilitates and maximizes learning. A conceptual framework of learning as a convergence of teacher, learner, assessment, and context is proposed. The contribution of each component to learning is examined in order to enable anesthesia teachers to choose and adapt the most appropriate educational approaches for their particular contexts. The relationship of excellent teaching, scholarly teaching, and the scholarship of teaching is explored. Strategies for promoting excellence in anesthesia education are suggested. The call for excellence in anesthesia has become an important theme, particularly with respect to education. While excellent teaching is a goal to which all anesthesia faculty should aspire, scholarly teaching and scholarship in teaching should also be promoted in order to advance anesthesia education for the benefit of the profession and ultimately for patient care.

A framework for promoting scholarship productivity in occupational therapy curricula.

PubMed

Scott, P J; Justiss, M J; Schmid, A A; Fisher, T F

2013-01-01

This paper describes a curricular model to support the production of quality research and development of occupational therapy professional students, prepared to become leaders in the production and utilization of evidence for practice. This model is designed for programs with faculty challenged by the dual mandate of program excellence and expectations for scholarly productivity needed for tenure and promotion: typically programs at research universities. The essence of the model is the paralleling of research and competencies for clinical practice where faculty and students participate as a community of scholars. It is based on the literature that addresses the tensions between achieving excellence in research and scholarly productivity, and excellence in teaching. The experience of one university with this model over a five-year period of time is shared with the student-faculty productivity outcomes. These outcomes include dissemination of 55 collaborative peer reviewed products and faculty has generated support for 25 paid graduate assistantships. The combination of student outcomes and faculty support for their research has strengthened the ability of the faculty to excel in meeting the University mandate of scholarship while providing a high quality professional educational program.

Celebrating Excellence: Learning and Teaching in Adult Higher Education. National Conference on Alternative and External Degree Programs for Adults (15th, Columbus, Ohio, October 5-7, 1995).

ERIC Educational Resources Information Center

Alliance, an Association for Alternative Degree Programs.

These 23 presentations are organized in five categories: diversity, assessment, distance education, learning, and teaching. Five papers on diversity include the following: "From Rosie the Riveter to Comparable Worth: The Infusion of Gender and Women's Issues into an Interdisciplinary Curriculum for Working Adults" (Linda L. Hulbert, Theodore A.…

Making Use of the New Student Assessment Standards To Enhance Technological Literacy.

ERIC Educational Resources Information Center

Russell, Jill

2003-01-01

Describes the student assessment standards outlined in "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards," a companion to the "Standards for Technological Literacy." Discusses how the standards apply to everyday teaching practices. (JOW)

The National Clinical Skills Competition Promotes the Construction of a Comprehensive Training Program for Chinese Medical Students

ERIC Educational Resources Information Center

Yang, Jing; Huang, Si-min; Lu, Chun-ting; Feng, Lie

2018-01-01

To explore an efficient training program based on an analysis in organizing seven sessions for the National Clinical Skills Competition in China. Each year, 6-12 excellent medical students of our university are selected as an observation team. Comparisons of the teaching characteristics were performed in this study. An optimal curriculum…

Teaching, in Spite of Excellence: Recovering a Practice of Teaching-Led Research

ERIC Educational Resources Information Center

Charles, Matthew

2018-01-01

Although, as a result of the introduction of the Teaching Excellence Framework, the principle of teaching excellence is receiving renewed attention in English higher education, the idea has been left largely undefined. The cynic might argue, in agreement with Bill Readings, that this lack of a precise definition is deliberate, since teaching…

Acting on Priorities: A Commitment to Excellence. Dimension: Languages '90.

ERIC Educational Resources Information Center

Terry, Robert M., Ed.

Selected papers from the conference address four priorities in second language teaching: teacher education; instruction; curriculum; and testing. Papers include: "Listening Processes and Authentic Texts" (Donna Reseigh Long); "Directory of Foreign Language Teacher Preparation Programs in the United States: A Preliminary Report"…

The significance and impact of a faculty teaching award: disparate perceptions of department chairs and award recipients.

PubMed

Brawer, James; Steinert, Yvonne; St-Cyr, Julie; Watters, Kevin; Wood-Dauphinee, Sharon

2006-11-01

Teaching awards are commonly regarded as an incentive to encourage pedagogic excellence. Inasmuch as their effectiveness depends on how they are perceived by faculty, the authors investigated the impact of a teaching award in the Faculty of Medicine (Faculty Honor List for Educational Excellence) on the attitudes of award recipients and departmental chairs. A questionnaire was designed to sample opinion on the extent to which the Honor List program was publicized, whether the award contributed to recognition and/or stature in the academic unit, and whether it was personally valued by recipients. The questionnaire was sent to all 23 departmental chairs and to all 43 faculty members who had received the award between 1998 and 2002; 78% of the chairs and 77% of the recipients responded. The results revealed marked discrepancies between the perceptions of chairs and recipients. Chairs, although uncertain of the effect on quality of teaching, largely regarded the award as prestigious and well publicized within their departments. A notably smaller percentage of award recipients shared these views. Nonetheless, 93% of recipients valued the award highly, and 45% of recipients indicated that the award inspired them to enhance the quality of their teaching.

Patterns of Excellence: Promoting Quality in Teaching through Diversity.

ERIC Educational Resources Information Center

Jackson Nathaniel, Ed.; Bolden, Wiley S., Ed.; Fenwick, Leslie T., Ed.

This collection of papers describes pre-collegiate and collegiate programs that are models for successful minority teacher recruitment and preparation. The papers include: "Correcting the Minority Teacher Shortage: Framing the Issue, Meeting the Challenge" (Elaine P. Witty); "Response of the Southern Education Foundation to the…

Enhancing Teaching Excellence through a Scientist-Science Teacher Collaborative Process.

ERIC Educational Resources Information Center

Haakonsen, Harry; And Others

1993-01-01

The Institute for Science Instruction and Study (ISIS) at Southern Connecticut State University was established to place experienced science teachers in extended contact with a variety of research scientists working at the cutting edge of their fields. Reports program goals, format, requirements, and evaluation. (LZ)

Shared Mission: Catholic Higher Education in Partnership with Catholic NGOs

ERIC Educational Resources Information Center

Laver, Mary S.

2008-01-01

As practitioners of Catholic Social Teaching, Catholic nongovernmental organizations are excellent resources for Catholic colleges and universities seeking to integrate social justice into educational programs and institutional practices. In this article, the partnership between Catholic Relief Services and Cabrini College is presented as a case…

Critical Thinking: More than Test Scores

ERIC Educational Resources Information Center

Smith, Vernon G.; Szymanski, Antonia

2013-01-01

This article is for practicing or aspiring school administrators. The demand for excellence in public education has lead to an emphasis on standardized test scores. This article explores the development of a professional enhancement program designed to prepare teachers to teach higher order thinking skills. Higher order thinking is the primary…

Heating and Air Conditioning Specialist. Teacher Edition. Automotive Service Series.

ERIC Educational Resources Information Center

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

This instructor's guide contains materials for teaching the heating and air conditioning specialist component of a competency-based instructional program for students preparing for employment in the automotive service trade. It is based on the National Institute of Automotive Service Excellence task lists. The six instructional units presented…

Access & Excellence: The Open-Door College.

ERIC Educational Resources Information Center

Roueche, John E.; Baker, George A., III

Drawing from an in-depth case study of the organizational climate, leadership, teaching, systems, programs, and student outcomes at Miami-Dade Community College (MDCC), this book addresses questions related to the achievement of both open access and high academic standards in the community college. Chapter I presents the rationale for the study…

Achieving Excellence in Reading. Yearbook of the American Reading Forum, Volume X, 1990.

ERIC Educational Resources Information Center

Hayes, Bernard L., Ed.; Camperell, Kay, Ed.

This yearbook contains papers which relate to issues in administering, supervising, researching, teaching, implementing, assessing, and strengthening programs and approaches in reading. The 22 papers and their authors are as follows: "Reading in Early America" (Ruskin Teeter); "Looking Back for the Future: Amish Literacy and Its…

Simulation of 2D Waves in Circular Membrane Using Excel Spreadsheet with Visual Basic for Teaching Activity

NASA Astrophysics Data System (ADS)

Eso, R.; Safiuddin, L. O.; Agusu, L.; Arfa, L. M. R. F.

2018-04-01

We propose a teaching instrument demonstrating the circular membrane waves using the excel interactive spreadsheets with the Visual Basic for Application (VBA) programming. It is based on the analytic solution of circular membrane waves involving Bessel function. The vibration modes and frequencies are determined by using Bessel approximation and initial conditions. The 3D perspective based on the spreadsheets functions and facilities has been explored to show the 3D moving objects in transitional or rotational processes. This instrument is very useful both in teaching activity and learning process of wave physics. Visualizing of the vibration of waves in the circular membrane which is showing a very clear manner of m and n vibration modes of the wave in a certain frequency has been compared and matched to the experimental result using resonance method. The peak of deflection varies in time if the initial condition was working and have the same pattern with matlab simulation in zero initial velocity

The Development of the George B. Pegram Award

NASA Astrophysics Data System (ADS)

McCay, Myron S.

1997-11-01

The George B. Pegram Award for Excellence in the Teaching of Physics was developed by a representative group of SESAPS members over a period of eight years with outstanding contributions as follows: Jesse Beams, APS President, with the advice of Mark Zemansky, AAPT, chose George B. Pegram as the honoree, in view of his excellent teaching career at Columbia University, his graduation from Trinity College--now Duke University, his long period of service as Treasurer of APS, and his active support of the special training program at ORAU; Earle Plyler with the assistance of Edward Burke, Jr., prepared the selection criteria for the recipients of the award; Walter Gordy coordinated the APS approval and initiated the financing of the program; Howard Carr raised the first funds and prepared the initial certificates; William G. Pollard joined the committee and completed the early funding, while preparing the formal certificate and medal; Dr. Vernet Eaton, AAPT President, stimulated the program when he urged the nomination of SESAPS members for the Oersted Award. After his lectures at the 1955 Gainesville meeting, Wendell Holladay instructed the committee to report its recommendations at the next SESAPS meeting. In 1969 SESAPS approved the George B. Pegram Award.

Improving the Teaching of Microsoft Excel: Traditional Book versus Online Platform

ERIC Educational Resources Information Center

Brooks, Stoney; Taylor, Joseph

2016-01-01

The authors explore the differences between traditional, book-based methods of teaching Excel and online, platform-supported methods by comparing teaching students in different locations, with and without online support. As Excel is a critical skill for business majors, the authors investigate which methods and locations provide the highest…

The Teaching Excellence Framework: Would You Tell Me, Please, Which Way I Ought to Go from Here

ERIC Educational Resources Information Center

Berger, Dan; Wild, Charles

2016-01-01

The UK government's Green Paper, "Fulfilling Our Potential: Teaching Excellence, Social Mobility and Student Choice", presents both significant challenges and opportunities for universities. Whilst the quantitative element of the proposed Teaching Excellence Framework (TEF), underpinned by Big Data, offers the tantalizing opportunity to…

Exploring Middle School Students' and Parents' Conceptions of Excellent Teaching

ERIC Educational Resources Information Center

Chen, Junjun

2016-01-01

While there have been many western studies about what excellent teaching means, there are far fewer eastern studies. This study explored how students and parents perceived conceptions of excellent teaching in Chinese middle schools. The 77 students' and 67 parents' responses relating to a personal narrative of a time they had experienced excellent…

Guide to the National Partnership for Excellence and Accountability in Teaching (NPEAT). ERIC Digest.

ERIC Educational Resources Information Center

Hawley, Willis D.; Valli, Linda

The National Partnership for Excellence in Education and Accountability in Teaching (NPEAT) helps place improvement of teaching at the center of reform efforts, addressing two problems that impede the development of systemic reforms to improve teaching quality: (1) absence of agreement about effective strategies for improving teaching among those…

Against "Teaching Excellence": Ideology, Commodification, and Enabling the Neoliberalization of Postsecondary Education

ERIC Educational Resources Information Center

Saunders, Daniel B.; Blanco Ramírez, Gerardo

2017-01-01

In this article, the notion of excellence in relation to teaching is removed from its privileged place in order to render it, and its implications, for analysis. We argue that teaching excellence needs to be understood in the larger context of the neoliberal university in which competition is taken for granted, and therefore, metrics for…

Desktop Modeling and Simulation: Parsimonious, yet Effective Discrete-Event Simulation Analysis

NASA Technical Reports Server (NTRS)

Bradley, James R.

2012-01-01

This paper evaluates how quickly students can be trained to construct useful discrete-event simulation models using Excel The typical supply chain used by many large national retailers is described, and an Excel-based simulation model is constructed of it The set of programming and simulation skills required for development of that model are then determined we conclude that six hours of training are required to teach the skills to MBA students . The simulation presented here contains all fundamental functionallty of a simulation model, and so our result holds for any discrete-event simulation model. We argue therefore that Industry workers with the same technical skill set as students having completed one year in an MBA program can be quickly trained to construct simulation models. This result gives credence to the efficacy of Desktop Modeling and Simulation whereby simulation analyses can be quickly developed, run, and analyzed with widely available software, namely Excel.

Systematic Preparation for Teaching in a Nursing Doctor of Philosophy Program.

PubMed

Fiedler, Ruth; Degenhardt, Marguerite; Engstrom, Janet L

2015-01-01

Lack of preparation for the faculty role, particularly for teaching, has long been an area of concern in graduate nursing education. This article describes a systematic approach to preparing students in a doctor of philosophy (PhD) program for their future roles as nurse educators. All PhD students at Rush University are required to take a nursing education course that contains four modules: the teacher, learner, and learning environment; the basics of curriculum and course design; evaluation of the learner, course, program, and institution; and the new faculty member. Students also complete a practicum in the course. Students are interviewed before the course begins and complete a self-assessment of their teaching experiences. Based on their learning needs, students are enrolled in the course for variable credit. The course has received excellent evaluations since its inception. The success of this course demonstrates that an education course can be an essential component of the nursing PhD curriculum. Copyright © 2015 Elsevier Inc. All rights reserved.

Online Interactive Tutorials for Creating Graphs With Excel 2007 or 2010

PubMed Central

Vanselow, Nicholas R

2012-01-01

Graphic display of clinical data is a useful tool for the behavior-analytic clinician. However, graphs can sometimes be difficult to create. We describe how to access and use an online interactive tutorial that teaches the user to create a variety of graphs often used by behavior analysts. Three tutorials are provided that cover the basics of Microsoft Excel 2007 or 2010, creating graphs for clinical purposes, and creating graphs for research purposes. The uses for this interactive tutorial and other similar programs are discussed. PMID:23326629

Online interactive tutorials for creating graphs with excel 2007 or 2010.

PubMed

Vanselow, Nicholas R; Bourret, Jason C

2012-01-01

Graphic display of clinical data is a useful tool for the behavior-analytic clinician. However, graphs can sometimes be difficult to create. We describe how to access and use an online interactive tutorial that teaches the user to create a variety of graphs often used by behavior analysts. Three tutorials are provided that cover the basics of Microsoft Excel 2007 or 2010, creating graphs for clinical purposes, and creating graphs for research purposes. The uses for this interactive tutorial and other similar programs are discussed.

Excellence: An Immodest Proposal. Carnegie Perspectives

ERIC Educational Resources Information Center

Shulman, Lee S.

2005-01-01

The writer describes a site visit to the teaching hospital of a major American medical school, part of the Carnegie Foundation's ten-year program of research on how lawyers, engineers, clergy, school teachers, nurses, and physicians are taught and how they learn. Of particular note to Schulman was an exercise known as "M&M" (Morbidity and…

Culturally Efficacious Mathematics and Science Teacher Preparation for Working with English Learners

ERIC Educational Resources Information Center

Bustos Flores, Belinda; Claeys, Lorena; Gist, Conra D.; Riojas Clark, Ellen; Villarreal, Abelardo

2015-01-01

To address the challenge of ensuring the quality of preparation of secondary mathematics and science teachers, this article describes the efforts of the "Academy for Teacher Excellence" (ATE; Flores et al., 2007), which received Transition to Teaching grants to establish the Accelerated Teacher Education Program (ATEP). ATEP's purpose…

Checklist for Excellence in Science Teaching and Learning

ERIC Educational Resources Information Center

Ediger, Marlow

2016-01-01

Science teachers need to evaluate their lessons and units of study, frequently, to stay abreast of recommended trends in the curriculum. Self evaluation is involved here. A quality science program must be implemented in order to assist learners to achieve as optimally as possible. Which guidelines should then serve in self evaluation?

Teacher Scaffolding in Small-Group Work: An Intervention Study

ERIC Educational Resources Information Center

van de Pol, Janneke; Volman, Monique; Oort, Frans; Beishuizen, Jos

2014-01-01

Adapting support contingently to student needs by first diagnosing their current understanding, that is, scaffolding, is considered a key aspect of excellent teaching. The use of classroom scaffolding is rare, however. We therefore investigated the benefits to teachers of a professional development program that was based upon a model of contingent…

Assessing Teacher and Student Effects of the Research Goes to School Project

ERIC Educational Resources Information Center

Kararo, Alex T.

2017-01-01

There have been calls by the Federal government and policymakers for improvements in science, technology, engineering and mathematics (STEM) education through the development of excellent teachers with the content knowledge and skills to teach and motivate students. A shared goal among teacher professional development (PD) programs is to improve…

Strategies for Integrating Emerging Technologies: Case Study of an Online Educational Technology Master's Program

ERIC Educational Resources Information Center

Czerkawski, Betul C.

2013-01-01

Emerging technologies do not necessarily facilitate or advance learning processes; teaching strategies that are used in the learning process, integration and incorporation methods do. In online instruction, research shows that "effective distance education depends on the provision of pedagogical excellence" (Bernard et al., 2004, p.413).…

Should We Use Wood for Energy? An Education for Sustainable Development Case Study

ERIC Educational Resources Information Center

Ireland, Jessica J. T.; Monroe, Martha C.

2015-01-01

Local issues that combine economic, environmental, and equity impacts make excellent contexts for interdisciplinary teaching. An instructional unit, "Should We Use Wood for Energy? A High School Education Program," was developed by the University of Florida's School of Forest Resources and Conservation to engage high school students in…

The Role of NLP in Teachers' Classroom Discourse

ERIC Educational Resources Information Center

Millrood, Radislav

2004-01-01

Neuro-linguistic programming (NLP) is an approach to language teaching which is claimed to help achieve excellence in learner performance. Yet there is little evidence of the impact that NLP techniques in teachers' discourse can have on learners. The article draws on workshops with teachers where classroom simulations were used to raise teachers'…

Developing the Scholarship of Teaching and Learning at the McMaster Institute for Innovation and Excellence in Teaching and Learning

ERIC Educational Resources Information Center

Marquis, Elizabeth; Ahmad, Arshad

2016-01-01

This chapter describes three research-informed SoTL initiatives undertaken at the McMaster Institute for Innovation and Excellence in Teaching and Learning and presents preliminary evidence of their impact on teaching, learning, and SoTL.

Teachers' Conceptions of Excellent Teaching and Its Relationships to Self-Reported Teaching Practices

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.; Hattie, John A. C.; Millward, Pam

2012-01-01

This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and…

Considering Teaching Excellence in Higher Education: 2007-2013. A Literature Review since the CHERI Report 2007. HEA Research Series

ERIC Educational Resources Information Center

Gunn, Vicky; Fisk, Anna

2014-01-01

This research review explores both the research and the grey literature on university teaching excellence with a specific remit to update an earlier review, "Excellence in Teaching and Learning: a review of literature for the Higher Education Academy". Little, B., et al (2007) The two main aims are: (1) to suggest further areas of…

Students as facilitators in a teacher training program: motivation for leadership roles.

PubMed

Burgess, Annette; van Diggele, Christie; Mellis, Craig

2015-01-01

Although students often partake in peer-teaching activities during medical school, they are rarely provided with formal training in teaching. We have previously described our teacher training (TT) program for medical students. The TT program is delivered face-to-face across two sessions. In order to alleviate academic teaching load required to run the course, and at the same time provide our final-year students with practical opportunities to develop their leadership skills, we engaged five senior students as co-facilitators alongside academic staff. By developing an understanding of our students' motivation to participate as facilitators, we may be able to promote an interest within leadership in teaching among other students. Our study sought to examine students' motivation to take part as facilitators in the TT program. Data were collected through a focus group session with the five student facilitators. Self-determination theory, which poses that there are three elements key to intrinsic motivation, including autonomy, competence, and relatedness, was used as a conceptual lens to identify and code recurrent themes in the data. Elements that motivated students to assist in facilitation included an opportunity to review and build on their knowledge and skills in teaching practices; the recognition and acknowledgement received from school staff and fellow students; the opportunity to develop these relationships; and a desire to increase their peer-teaching responsibilities. By actively involving our students in leadership practices, we were able to not only engage the students, but also develop our student community and contribute to the promotion of a culture of excellence in teaching within the hospital.

What Students Value as Inspirational and Transformative Teaching

ERIC Educational Resources Information Center

Bradley, Sally; Kirby, Emma; Madriaga, Manuel

2015-01-01

Evidence presented here stems from an analysis of student comments derived from a student-nominated inspirational teaching awards scheme at a large university in the United Kingdom (UK). There is a plethora of literature on teaching excellence and the scholarship of teaching, frequently based upon portfolios or personal claims of excellence, and…

Healthy and Creative Tap Dance: Teaching a Lifetime Physical Activity

ERIC Educational Resources Information Center

Hernandez, Barbara L. Michiels; Ozmun, Michelle; Keeton, Gladys

2013-01-01

As a result of competitive dance television shows, interest in tap dance seems to have increased in the past few years. Tap dance is a challenging and fun lifetime physical activity that is appropriate for people of all ages. It is an excellent activity for K-12 physical education programs, higher education, parks and recreation facilities,…

Writing Practices for Mainstream Teachers of Middle School English Learners: Building on What We Know Works Effectively

ERIC Educational Resources Information Center

Haas, Eric; Goldman, Julie; Faltis, Christian

2018-01-01

Improving the writing of middle-school English learners can improve their academic thinking, literacy, and content knowledge. The Writing Reform and Innovation for Teaching Excellence (WRITE) program uses six high-leverage writing practices and develops teacher capacity through professional learning activities anchored in the group grading of…

Facilitating the development of moral insight in practice: teaching ethics and teaching virtue.

PubMed

Begley, Ann M

2006-10-01

Abstract The teaching of ethics is discussed within the context of insights gleaned from ancient Greek ethics, particularly Aristotle and Plato and their conceptions of virtue (arete, meaning excellence). The virtues of excellence of character (moral virtue) and excellence of intelligence (intellectual virtue), particularly practical wisdom and theoretical wisdom, are considered. In Aristotelian ethics, a distinction is drawn between these intellectual virtues: experience and maturity is needed for practical wisdom, but not for theoretical wisdom. In addition to this, excellence of character is acquired through habitual practice, not instruction. This suggests that there is a need to teach more than theoretical ethics and that the ethics teacher must also facilitate the acquisition of practical wisdom and excellence of character. This distinction highlights a need for various educational approaches in cultivating these excellences which are required for a moral life. It also raises the question: is it possible to teach practical wisdom and excellence of character? It is suggested that virtue, conceived of as a type of knowledge, or skill, can be taught, and people can, with appropriate experience, habitual practice, and good role models, develop excellence of character and become moral experts. These students are the next generation of exemplars and they will educate others by example and sustain the practice of nursing. They need an education which includes theoretical ethics and the nurturing of practical wisdom and excellence of character. For this purpose, a humanities approach is suggested.

Ethics and Values in the Context of Teaching Excellence in the Changing World of Education

ERIC Educational Resources Information Center

Henderson, Richard L.; Antelo, Absael; St. Clair, Norman

2010-01-01

This article focused on the ethical problems associated with teaching in a transnational or multicultural environment. Authors offer a review of related literature, as well as extensive global teaching experience, to proffer a model that is designed to allow professional educators to maintain excellence in teaching in the problematic context.…

Awarding Teaching Excellence: "What Is It Supposed to Achieve?" Teacher Perceptions of Student-Led Awards

ERIC Educational Resources Information Center

Madriaga, Manuel; Morley, Krystle

2016-01-01

Although there is lack of agreement as to what constitutes teaching excellence, there remains a steady effort to make an intangible, ambiguous, multifaceted concept incarnate in the form of "student-led" teaching awards schemes within higher education institutions. What teaching staff say about such schemes have largely been ignored.…

Laboratory-based teaching and the Physics Innovations Centre for Excellence in Teaching and Learning

NASA Astrophysics Data System (ADS)

Lambourne, Robert

2007-05-01

Developments in the laboratory-based teaching of physics and astronomy are resulting from the collaboration between conventional and distance teaching universities. The collaboration, piCETL, is one of the Centres for Excellence in Teaching and Learning established as a result of a broad initiative by the Higher Education Funding Council for England. The initiative, the piCETL collaboration and some of its work on laboratory-based teaching are all described.

Surgical Specialty Residents More Likely to Receive the Arnold P. Gold Humanism and Excellence in Teaching Award.

PubMed

Falcone, John L

2015-01-01

The Arnold P. Gold Humanism and Excellence in Teaching Awards are given by medical students to residents. The aim of this study is to evaluate the distribution of this award based on residency specialty. The hypothesis is that surgical residents more commonly receive this award. This was a retrospective study from 2004 to 2013. All award recipients were obtained from the Arnold P. Gold Foundation website. The specialties of award recipients were tabulated. The number of award winners per thousand specialty residents was estimated using the Accreditation Council for Graduate Medical Education Data Resource Book, adjusting for the number of awarding schools and resident specialties. All statistics used an α = 0.05. There were 2489 awards given during the study period, with 52.6% in medical specialties and 47.4% in surgical specialties (p = 0.45). The specialties most commonly awarded were General Surgery (22.3%), Internal Medicine (20.9%), and Obstetrics/Gynecology (20.4%). Adjusting for the number of eligible residents, there were 59.9 awards/1000 Obstetrics/Gynecology residents, 43.1 awards/1000 General Surgery residents, and 20.2 awards/1000 Internal Medicine residents (p < 0.001). Controlling for the number of eligible residents, the Arnold P. Gold Humanism and Excellence in Teaching Awards are more commonly given to surgical specialty residents. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Broadening Educational Horizons: The National Science Foundation GK-12 Teaching Fellowship Program at the University of Maine, Orono, ME, USA.

NASA Astrophysics Data System (ADS)

Wilson, K. R.; Kelley, J. T.

2005-12-01

The future of meaningful scientific research in the United States depends heavily upon the quality of the science and mathematics education received by students in our grade K-12 education system. The National Science Foundation's GK-12 Teaching Fellowship Program provides opportunities for scientific enrichment for students and their teachers at the K-12 level. Currently in its fifth year at the University of Maine, Orono, the program is one of over 100 such programs in the country. Last year, the program was honored by the New England Board of Higher Education with a Regional Award for Excellence in Project Achievement. The program has three broad goals: to enrich the scientific education of students by providing equipment, role models, and expertise that they may not otherwise be exposed; to provide professional development for teachers through curriculum enrichment and participation at scientific conferences; and to improve the teaching and communication skills of fellows. Fellows represent a broad spectrum of research interests at the University of Maine, including Biology, Chemistry, Engineering, Forestry, Geological Sciences, and Marine Science. This past year, 13 graduate students and 1 undergraduate student worked with 52 teachers and 2300 students in 26 schools across the state of Maine. The benefits of this program are tangible and substantial. New awareness of the innovative ways that K-12 and University education systems can work together to promote hands-on science and the scientific method, is one of the major contributions of the NSF GK-12 Teaching Fellowship Program.

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E. E.; Slater, T. F.; Greene, W. M.; Thaller, M.; Alvidrez, R.

2007-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE's major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Recently added to our workshop offerings is a Tier II, or advanced, workshop for instructors who have attended a previous Teaching Excellence Workshop. The focus of the Tier II workshops is on implementation issues. In addition, we are now also offering a workshop exclusively for post-docs, graduates, and undergraduate students. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group Astrolrner@CAE. CAE also provides an updated article "This Month's Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator Public Engagement Program and the Spitzer Space Telescope Education and Public Outreach Program.

Teaching Excellence and Innovative Practices: A Case Study of National Awardee Teachers of India

ERIC Educational Resources Information Center

Sengupta, Aparajita; Tyagi, Harish Kumar

2016-01-01

Aim: The study intended to identify the contributions of the National awardee teachers to the teaching learning process through their teaching excellence and innovative practices which can act as exemplary model for the entire teaching community. Method: Attempts has been made to carry out a qualitative study where two selected cases are based on…

Metrics and Methodologies for Measuring Teaching Quality in Higher Education: Developing the Teaching Excellence Framework (TEF)

ERIC Educational Resources Information Center

Gunn, Andrew

2018-01-01

The creation of the Teaching Excellence Framework (TEF) represents a significant development concerning the teaching mission of the university in the UK. This paper considers the background to, and the development of, the TEF. It explains the context from which the TEF emerged and unpacks a series of rationales which illustrate the need for, and…

Strategies Deans and Vice-Presidents Can Use to Enhance Teaching in Their Institutions.

ERIC Educational Resources Information Center

Bowker, Lee H.; Lynch, David M.

Four strategies that deans and vice-presidents can use to enhance teaching are suggested. The first strategy is to seek out and fund teaching support activities that are the state of the art in each discipline. The second is to reward professors for excellence in teaching more than for excellence in research. Third, administrators should develop…

A faculty development program integrating cross-cultural care into a gastrointestinal pathophysiology tutorial benefits students, tutors, and the course.

PubMed

Shields, Helen M; Leffler, Daniel A; Peters, Antoinette S; Llerena-Quinn, Roxana; Nambudiri, Vinod E; White, Augustus A; Hayward, Jane N; Pelletier, Stephen R

2015-06-01

A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how "frequently" the course and the tutor were actively teaching cross-cultural care were performed. The statements "This tutor actively teaches culturally competent care" and "Issues of culture and ethnicity were addressed" were significantly improved over baseline 2004 data. These increases were sustained over the 6-yr period. A tutor's overall rating as a teacher was moderately correlated with his/her "frequently" actively teaching cross-cultural care (r = 0.385, P < 0. 001). Course evaluation scores were excellent and put the course into the group of preclinical courses with the top ratings. Students in the Race in Curriculum Group asked that the program be expanded to other preclinical courses. In conclusion, from 2007 to 2012, a faculty development program for teaching cross-cultural care consistently increased the discussion of cross-cultural care in the tutorial and course over each year beginning with 2007 compared with the baseline year of 2004. Our data suggest that cross-cultural care can be effectively integrated into pathophysiology tutorials and helps improve students' satisfaction and tutors' ratings. Teaching cross-cultural care in a pathophysiology tutorial did not detract from the course's overall evaluations, which remained in the top group over the 6-yr period. Copyright © 2015 The American Physiological Society.

Reconstruing Conceptions of Teaching Excellence: A Reply to Rhodes

ERIC Educational Resources Information Center

Duchastel, Philippe; Champagne, Marc

1977-01-01

This response to an earlier paper by Dent Rhodes (Higher Education Bulletin, v4 n2) argues that Rhodes' critique of five assumptions underlying teaching excellence is excessively negative in tone and fails to do justice to recent advances in the improvement of teaching. (Author/LBH)

Barriers to the Use of Information and Communication Technologies in Teaching and Learning Business Education

ERIC Educational Resources Information Center

Umoru, Titus A.

2012-01-01

Education is an instrument "per excellence" for national development. Business education is one of the programs run in about 117 universities in Nigeria. It was believed that business education has the capacity to bring about the required development since it is a course of instruction aimed at inculcating in the youth the skills,…

Excellence in Teacher Education. 1968 Distinguished Achievement Awards of the American Association of Colleges for Teacher Education.

ERIC Educational Resources Information Center

American Association of Colleges for Teacher Education, Washington, DC.

The University of Maryland received the distinguished achievement award for its development and implementation of the Teacher Education Center concept as a unified approach to the study of teaching and supervision. Recognition awards were also given to (1) The University of New Mexico for its New Elementary Teacher Education Program combining the…

Using Scratch with Primary School Children: An Evaluation of Games Constructed to Gauge Understanding of Programming Concepts

ERIC Educational Resources Information Center

Wilson, Amanda; Hainey, Thomas; Connolly, Thomas M.

2013-01-01

Newer approaches such as games-based learning (GBL) and games-based construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue…

A Tools-Based Approach to Teaching Data Mining Methods

ERIC Educational Resources Information Center

Jafar, Musa J.

2010-01-01

Data mining is an emerging field of study in Information Systems programs. Although the course content has been streamlined, the underlying technology is still in a state of flux. The purpose of this paper is to describe how we utilized Microsoft Excel's data mining add-ins as a front-end to Microsoft's Cloud Computing and SQL Server 2008 Business…

Amateur Image Pipeline Processing using Python plus PyRAF

NASA Astrophysics Data System (ADS)

Green, Wayne

2012-05-01

A template pipeline spanning observing planning to publishing is offered as a basis for establishing a long term observing program. The data reduction pipeline encapsulates all policy and procedures, providing an accountable framework for data analysis and a teaching framework for IRAF. This paper introduces the technical details of a complete pipeline processing environment using Python, PyRAF and a few other languages. The pipeline encapsulates all processing decisions within an auditable framework. The framework quickly handles the heavy lifting of image processing. It also serves as an excellent teaching environment for astronomical data management and IRAF reduction decisions.

Best Practices in Academic Mentoring: A Model for Excellence

PubMed Central

Nick, Jan M.; Delahoyde, Theresa M.; Del Prato, Darlene; Mitchell, Claudia; Ortiz, Jennifer; Ottley, Clarise; Young, Patricia; Cannon, Sharon B.; Lasater, Kathie; Reising, Deanna; Siktberg, Linda

2012-01-01

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities. PMID:22685645

Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World. International Summit on the Teaching Profession

ERIC Educational Resources Information Center

Schleicher, Andreas

2016-01-01

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. "Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World," the background report to the sixth International Summit on the Teaching…

Microsoft Excel Software Usage for Teaching Science and Engineering Curriculum

ERIC Educational Resources Information Center

Singh, Gurmukh; Siddiqui, Khalid

2009-01-01

In this article, our main objective is to present the use of Microsoft Software Excel 2007/2003 for teaching college and university level curriculum in science and engineering. In particular, we discuss two interesting and fascinating examples of interactive applications of Microsoft Excel targeted for undergraduate students in: 1) computational…

Teaching Excellence for All Our Students

ERIC Educational Resources Information Center

King, Sabrina Hope; Watson, Audra

2010-01-01

Education has the power to change the world. We wrote this article in the spirit of the hope embodied by the election of President Obama and the critical need for improved teaching to benefit all the nation's students. This article offers a synthesis of the characteristics of excellent teaching for the diverse student population. This article…

Teaching Excellence Awards: An Apple for the Teacher?

ERIC Educational Resources Information Center

Mackenzie, Noella

2007-01-01

In this article the status of teaching as a profession and the morale of teachers in Australian schools in the current era provide a framework for the examination of the intent and outcomes of teaching excellence awards. The research study applied an interpretive research paradigm and used both qualitative and quantitative data collection methods.…

Nancy Haegel | NREL

Science.gov Websites

received the UCLA TRW Excellence in Teaching Award, the Alpha Sigma Nu Teacher of the Year Award at Fairfield University, and the NPS Schieffelin Award for Teaching Excellence. She received the 2004 APS Prize

Professionalism and Communication Education in Pediatric Critical Care Medicine: The Learner Perspective.

PubMed

Turner, David A; Fleming, Geoffrey M; Winkler, Margaret; Lee, K Jane; Hamilton, Melinda F; Hornik, Christoph P; Petrillo-Albarano, Toni; Mason, Katherine; Mink, Richard

2015-01-01

Communication and professionalism are often challenging to teach, and the impact of the use of a given approach is not known. We undertook this investigation to establish pediatric critical care medicine (PCCM) trainee perception of education in professionalism and communication and to compare their responses from those obtained from PCCM fellowship program directors. The Education in Pediatric Intensive Care (E.P.I.C.) Investigators used the modified Delphi technique to develop a survey examining teaching of professionalism and communication. After piloting, the survey was sent to all 283 PCCM fellows in training in the United States. Survey response rate was 47% (133 of 283). Despite high rates of teaching overall, deficiencies were noted in all areas of communication and professionalism assessed. The largest areas of deficiency included not being specifically taught how to communicate: as a member of a nonclinical group (reported in 24%), across a broad range of socioeconomic and cultural backgrounds (19%) or how to provide consultation outside of the intensive care unit (17%). Only 50% of fellows rated education in communication as "very good/excellent." However, most felt confident in their communication abilities. For professionalism, fellows reported not being taught accountability (12%), how to conduct a peer review (12%), and how to handle potential conflict between personal beliefs, circumstances, and professional values (10%). Fifty-seven percent of fellows felt that their professionalism education was "very good/excellent," but nearly all expressed confidence in these skills. Compared with program directors, fellows reported more deficiencies in both communication and professionalism. There are numerous components of communication and professionalism that PCCM fellows perceive as not being specifically taught. Despite these deficiencies, fellow confidence remains high. Substantial opportunities exist to improve teaching in these areas. Copyright © 2015 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Testimony Presented at an Open Hearing of the National Commission on Excellence in Teacher Education (New York, New York, October 18-19, 1984). Volume III.

ERIC Educational Resources Information Center

1984

Included are presentations on (or entitled): (1) role of schools of education (Lia Gelb); (2) teacher education programs (Katherine Sid); (3) "Quality and Quality Control in the Teaching Profession" (Hugh J. Scott); (4) "Educational Reform and Teacher Education" (Hugh G. Petrie); (5) teacher recruitment (Gladys M. Hannon); (6)…

Career Technical Education Adjunct Faculty Teacher Readiness: An Investigation of Teacher Excellence and Variables of Preparedness

ERIC Educational Resources Information Center

Guerra, Jorge

2012-01-01

The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of…

The Role of Emotional Intelligence Skills in Teaching Excellence: The Validation of a Behavioral Skills Checklist

ERIC Educational Resources Information Center

Harville, Pamela Cherie

2012-01-01

The role of emotional intelligence in effective teaching can be developed and enhanced through the use of an assessment instrument as a new evaluation and learning process for teachers. This involves a formative learning process for the qualities associated with excellent teaching characteristics and behaviors for use with teacher evaluation…

Designing a Teaching Excellence Framework: Lessons from Other Sectors. Occasional Paper 13

ERIC Educational Resources Information Center

Darian, Louisa

2016-01-01

The Government is committed to introducing a Teaching Excellence Framework (TEF) to assess the quality of teaching and learning in higher education. Designing the right solution is challenging. There is no off-the-shelf solution from other countries that we can lift. But we can learn lessons from other sectors. This pamphlet explores rating…

"Simply the Best": Professors Nominated by Students for Their Exemplary Technology Practices in Teaching

ERIC Educational Resources Information Center

Jorgensen, Mary; Havel, Alice; Fichten, Catherine; King, Laura; Marcil, Evelyne; Lussier, Alex; Budd, Jillian; Vitouchanskaia, Cristina

2018-01-01

Our goal was to explore the technology related pedagogical practices of college professors deemed by their students to be excellent in using technology in their teaching. We explored the views of 114 community/junior college professors who were nominated by their students as excellent in using technology in their teaching using both questionnaires…

Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education

ERIC Educational Resources Information Center

Garran, Ann Marie; Kang, Hye-Kyung; Fraser, Edith

2014-01-01

The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues…

The New Web Outreach Program fy the Regional Collaborative for Excellence in Science Teaching at the University of North Texas

NASA Astrophysics Data System (ADS)

Imholt, Timothy; Roberts, Jim

2001-10-01

A new effort is being undertaken by the Regional Collaborative for Excellence in Science Teaching UNT, under the direction of Dr. James A. Roberts is underway. This effort includes the utilization of the multi-media capabilities of the world wide web, and a little ingenuity to attempt to pass on information to students that not only attempts to capture their attention, but perhaps spark an interest in them about the broad realm of science. Science to students is occasionally a frightening subject. This web based approach attempts to remove the fear and anxiety, while still passing on interesting, and useful information. The website will be regularly previewed and requests for contributions of exercises that might be added and shared will be solicited. Area teachers are invited to make contributions to the effort that will enhance the learning of science and mathematics by their students through the use of the web distribution.

Development of the Fund for Excellence in the Teaching of Psychology

ERIC Educational Resources Information Center

Korn, James H.

2009-01-01

I review the development of the Fund for Excellence, which provides financial support for the Society for the Teaching of Psychology teaching awards. James McConnell provided funds in the early years of the awards before the Fund was established in 1987. I review the growth of the Fund and its administration by a Board of Directors, then make…

A coordinated teaching program for future dairy practitioners at the university of Wisconsin-Madison, School of Veterinary Medicine.

PubMed

Cook, Nigel B; Eisele, Christian O; Klos, Rachel F; Bennett, Thomas B; McGuirk, Sheila M; Goodger, William J; Oetzel, Garrett R; Nordlund, Kenneth V

2004-01-01

The University of Wisconsin School of Veterinary Medicine (UW-SVM) has implemented a variety of strategies to optimize teaching in dairy herd medicine. These include the provision of opportunities for dairy cow handling and management using a dairy teaching herd for veterinary students throughout the four-year curriculum, exposure for all students in their final year to a substantial first-opinion dairy case load using a private practice-based ambulatory clinic rotation, and, finally, the teaching of dairy herd health management and problem solving in a group of four final-year elective production medicine clinical rotations. On average, since 1986, 32.6% of each graduating class attended at least one elective production medicine rotation, with a range from 19.0% to 43.4%. For those University of Wisconsin students who could be traced, 65% were still actively involved in some aspect of dairy practice, representing a range of between seven and 17 students per year since the start of the program. The advantages and disadvantages of operating a "regional center of excellence" for training students from out-of-state institutions are discussed.

HIV and infectious disease care in jails and prisons: breaking down the walls with the help of academic medicine.

PubMed

Flanigan, Timothy P; Zaller, Nickolas; Taylor, Lynn; Beckwith, Curt; Kuester, Landon; Rich, Josiah; Carpenter, Charles C J

2009-01-01

Health care within correctional facilities has traditionally been marginalized from excellence in academic medicine. The armamentarium of a medical school, which includes excellence in research, teaching and clinical care, can be successfully applied to the correctional setting both in the United States and internationally. At any one time, there are over 2 million people incarcerated in the US who are disproportionately poor and from communities of color. Rates of human immunodeficiency virus (HIV) and hepatitis C virus infection (HCV) in prisons are 5 and 17-28-times higher than in the general population, respectively. The correctional setting provides an excellent opportunity to screen for and treat sexually transmitted infections (STIs), HIV, HCV, chronic hepatitis B virus (HBV) infections and tuberculosis (TB) and to develop effective prevention programs.

Modified Team-Based Learning Strategy to Improve Human Anatomy Learning: A Pilot Study at the Universidad Del Norte in Barranquilla, Colombia

ERIC Educational Resources Information Center

Martínez, Emilio G.; Tuesca, Rafael

2014-01-01

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the…

The Promotion of Teaching Excellence in Higher Education: A Comparison of the Australian and New Zealand Approaches

ERIC Educational Resources Information Center

Abbott, Malcolm

2012-01-01

In this paper a comparison is made between the structure and operations of the Australian Learning and Teaching Council and the Ako Aotearoa National Centre for Tertiary Teaching Excellence of New Zealand. Both of these organisations were established in the mid 2000s and were created at a time when higher education institutions in both countries…

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

PubMed

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

2005-06-01

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

Cenozoic Antarctic DiatomWare/BugCam: An aid for research and teaching

USGS Publications Warehouse

Wise, S.W.; Olney, M.; Covington, J.M.; Egerton, V.M.; Jiang, S.; Ramdeen, D.K.; ,; Schrader, H.; Sims, P.A.; Wood, A.S.; Davis, A.; Davenport, D.R.; Doepler, N.; Falcon, W.; Lopez, C.; Pressley, T.; Swedberg, O.L.; Harwood, D.M.

2007-01-01

Cenozoic Antarctic DiatomWare/BugCam© is an interactive, icon-driven digital-image database/software package that displays over 500 illustrated Cenozoic Antarctic diatom taxa along with original descriptions (including over 100 generic and 20 family-group descriptions). This digital catalog is designed primarily for use by micropaleontologists working in the field (at sea or on the Antarctic continent) where hard-copy literature resources are limited. This new package will also be useful for classroom/lab teaching as well as for any paleontologists making or refining taxonomic identifications at the microscope. The database (Cenozoic Antarctic DiatomWare) is displayed via a custom software program (BugCam) written in Visual Basic for use on PCs running Windows 95 or later operating systems. BugCam is a flexible image display program that utilizes an intuitive thumbnail “tree” structure for navigation through the database. The data are stored on Micrsosoft EXCEL spread sheets, hence no separate relational database program is necessary to run the package

Carry On-with Excellence.

ERIC Educational Resources Information Center

Thompson, Helen

2002-01-01

Discussion of the expanded role of teacher for library media specialists focuses on characteristics of teaching excellence based on a story about the life of Nathaniel Bowditch. Highlights include lifelong learning; caring about learners; believing everyone can learn; reflecting on teaching methods; understanding human nature; and contributing to…

Oh What FUN We've Had! Reflections on the Past and a Look to the Future.

PubMed

Dickinson, Shelly D

2012-01-01

In 2011 FUN celebrated 20 years of training tomorrow's neuroscientists today. Over the past two decades we've become an international organization of members dedicated to excellence in teaching and research at the undergraduate level. FUN has enacted its mission through our flagship journal JUNE, student travel awards, faculty awards, education workshops, and regional conferences. More recent initiatives include the equipment loan program, department/program consulting service, the honor society Nu Rho Psi, and neuroscience study abroad opportunities. FUN is poised to continue enhancing undergraduate neuroscience education and research over the next 20 years.

How to use Gagne's model of instructional design in teaching psychomotor skills

PubMed Central

Rostami, Kamran; Ishaq, Sauid

2011-01-01

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's “events of instruction” to design a lesson plan for this subject. PMID:24834168

How to use Gagne's model of instructional design in teaching psychomotor skills.

PubMed

Khadjooi, Kayvan; Rostami, Kamran; Ishaq, Sauid

2011-01-01

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's "events of instruction" to design a lesson plan for this subject.

Research Based Astronomy in the Secondary Classroom: Lessons Developed for Investigating YSOs using APT, Excel, and MOPEX

NASA Astrophysics Data System (ADS)

Guastella, Peter; Rebull, L.; DeWolf, C.; Johnson, C. H.; McDonald, D. W.; Schaefers, J.; Spuck, T.

2009-01-01

We present several learning activities that were performed to explore YSOs within LDN 425 and 981. Classroom instruction on the characteristics of YSOs were supplemented with hands-on learning of software needed to search Spitzer mosaics for YSO candidates. Structured activities were used to teach the intricacies of MOPEX, ATP and Excel. Excel worksheets were developed to help students convert flux densities into magnitudes. These magnitudes were then used to create Spectral Energy Distributions, (SED) plotting the energy against the wavelength of each candidate YSO. This research was made possible through the Spitzer Space Telescope Research Program for Teachers and Students and was funded by the Spitzer Science Center (SSC) and the National Optical Astronomy Observatory (NOAO). Please see our companion education poster by McDonald, et al. titled "Spitzer - Hot and Colorful Student Activities" and our research poster by Johnson et al. entitled "Star Formation in Lynds Dark Nebulae."

Defining and Measuring Teaching Excellence in Higher Education in the 21st Century

ERIC Educational Resources Information Center

De Courcy, Eileen

2015-01-01

Higher Education is in a time of immense change. Colleges and Universities are under greater pressure to demonstrate their value while experiencing increasing levels of economic constraints, changing accountability structures, and pressure to demonstrate excellence in teaching and learning/student outcomes. Technology, elearning and massification…

Homework Variety: A Way To Educational Excellence.

ERIC Educational Resources Information Center

Foyle, Harvey C.

Variety in homework is one way to achieve educational excellence in social studies. The twin social studies goals of teaching basic knowledge and teaching reasoning/critical thinking skills are accomplished by providing variety. In accordance with Lee and Pratt's homework taxonomy, homework can be placed under one of the following: preparation,…

Teaching sustainability science from a systems analysis perspective: MSc course at Utrecht University

NASA Astrophysics Data System (ADS)

Santos, Maria J.; de Boer, Hugo; Dekker, Stefan

2017-04-01

Sustainability science has emerged as a key discipline that embraces both disciplinary depth and interdisciplinary breadth. The challenge is to design University courses that convey both properties without sacrificing either of them. Here we present the design of such course at Utrecht University (the Netherlands) for the MSC program 'Sustainable Development' and discuss the perceived learning and student evaluations. Our course (Sustainability Modelling and Indicators (SMI)) follows an introductory course on Sustainability Perspectives. SMI philosophy is that system thinking and system analysis is central to sustainability science. To convey this philosophy, we focus on four themes: the Anthropocene, Food security, Energy security and Agency and decision making. We developed four hands-on assignments with increasing complexity and make use of different software (Stella, Excel, IMAGE and Netlogo). The assignments aimed at: (1) teaching students the system components by using a pre-existing model in Stella, (2) challenge students to build their own coupled system in Excel, (3) assess outputs from the fully-coupled and dynamic model integrated assessment model IMAGE, and (4) understand emergent properties using an agent-based model in Netlogo. Based on detailed student evaluations (n = 95) we found that the mathematics presented a manageable challenge to a part of the students. The student pool identified a priori having higher experience with Excel in comparison with other software. Netlogo was the highest ranked software in the student evaluations and this was linked to its user-interface with moving agents. The Excel assignment received the highest and lowest scores, and students found it challenging, time consuming but also indicated that they learned the most from this assignment. Students graded what we considered 'easy' assignments with the highest grades. These results suggest that a systems analytical approach to sustainability science can be operationalized in diverse ways that relate to students background and making use of of-the-shelf software. The key challenge is to teach students all the concepts of systems analysis and the applied mathematics behind it. If the goal is to demonstrate process, this portfolio approach with of-the-shelf software can be very successful. This course can be complemented with programming that provides skills to modify and customize software to student needs.

The Joint Council on Thoracic Surgery Education (JCTSE) "Educate the Educators" Faculty Development Course: Analysis of the First 5 Years.

PubMed

Yang, Stephen C; Vaporciyan, Ara A; Mark, Rebecca J; DaRosa, Deborah A; Stritter, Frank T; Sullivan, Maura E; Verrier, Edward D

2016-12-01

Since 2010, the Joint Council on Thoracic Surgery Education, Inc (JCTSE) has sponsored an annual "Educate the Educators" (EtE) course. The goal is to provide United States academic cardiothoracic surgeons (CTS) the fundamentals of teaching skills, educational curriculum development, and using education for academic advancement. This report describes the course development and evaluation along with attendee's self-assessment of skills through the first 5 years of the program. The content of this 2½-day course was based on needs assessment surveys of CTS and residents attending annual meetings in 2009. From 2010 to 2014, EtE was offered to all CTS at training programs approved by the Accreditation Council for Graduate Medical Education. Course content was evaluated by using end-of-course evaluation forms. A 5-point Likert scale (1 = poor, 5 = excellent) was used to obtain composite assessment mean scores for the 5 years on course variables, session presentations, and self-assessments. With 963 known academic CTS in the United States, 156 (16.3%) have attended, representing 70 of 72 training programs (97%), and 1 international surgeon attended. There were also 7 program coordinators. Ratings of core course contents ranged from 4.4 to 4.8, accompanied with highly complementary comments. Through self-assessment, skills and knowledge in all content areas statistically improved significantly. The effect of the course was evaluated with a follow-up survey in which responders rated the program 4.3 on the usefulness of the information for their career and 3.9 for educational productivity. The EtE program offers an excellent opportunity for academic CTS to enhance their teaching skills, develop educational activities, and prepare for academic promotion. With its unique networking and mentorship environment, the EtE program is an important resource in the evolution of cardiothoracic surgical training in the United States. Copyright © 2016 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Designing nursing excellence through a National Quality Forum nurse scholar program.

PubMed

Neumann, Julie A; Brady-Schluttner, Katherine A; Attlesey-Pries, Jacqueline M; Twedell, Diane M

2010-01-01

Closing the knowledge gap for current practicing nurses in the Institute of Medicine (IOM) core competencies is critical to providing safe patient care. The National Quality Forum (NQF) nurse scholar program is one organization's journey to close the gap in the IOM core competencies in a large teaching organization. The NQF nurse scholar program is positioned to provide a plan to assist current nurses to accelerate their learning about quality improvement, evidence-based practice, and informatics, 3 of the core competencies identified by the IOM, and focus on application of skills to NQF nurse-sensitive measures. Curriculum outline, educational methodologies, administrative processes, and aims of the project are discussed.

National Study of Excellence and Innovation in Physical Therapist Education: Part 1-Design, Method, and Results.

PubMed

Jensen, Gail M; Nordstrom, Terrence; Mostrom, Elizabeth; Hack, Laurita M; Gwyer, Janet

2017-09-01

The Carnegie Foundation for the Advancement of Teaching commissioned the Preparation for the Professions Program, a qualitative study of professional education in 5 professions: medicine, nursing, law, engineering, and clergy. These studies identified curricular structures, instructional practices, assessment approaches, and environmental characteristics that support the preparation of professionals and led to educational reforms. The physical therapy profession has not had any in-depth, national investigation of physical therapist education since the Catherine Worthingham studies conducted more than 50 years ago. This research was a Carnegie-type study, investigating elements of excellence and innovation in academic and clinical physical therapist education in the United States. Five physical therapist education researchers from across the United States used a qualitative multiple-case study design. Six academic and 5 clinical programs were selected for the study. The academic institutions and clinical agencies studied were diverse in size, institutional setting, geography, and role in residency education. Qualitative case studies were generated from review of artifacts, field observations, and interviews (individual and focus group), and they provided the data for the study. A conceptual framework grounded in 3 major dimensions was generated, with 8 supporting elements: (1) culture of excellence (shared beliefs and values, leadership and vision, drive for excellence, and partnerships), (2) praxis of learning (signature pedagogy, practice-based learning, creating adaptive learners, and professional formation), and (3) organizational structures and resources. Building on the work of the Carnegie Foundation's Preparation for the Professions Program, a conceptual model was developed, representing the dimensions and elements of excellence in physical therapist education that is centered on the foundational importance of a nexus of linked and highly valued aims of being learner centered and patient centered in all learning environments, both academic and clinical. © 2017 American Physical Therapy Association

What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms.

PubMed

Laursen, Sandra; Liston, Carrie; Thiry, Heather; Graf, Julie

2007-01-01

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.

Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

PubMed Central

Fejzic, Jasmina; Barker, Michelle

2015-01-01

Background: Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE) has been increasingly used to improve students’ communication and practice skills in Health Education. Objective: Simulated learning modules (SLMs) were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i) Practice skills and (ii) Professionalism were evaluated. Methods: SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL) Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95) completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs). Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred. Results: Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication skills and confidence. Teacher reflections observed ecological validity of SLMs as a method to enhance professionalism and communication skills, and suggested ways to improve this teaching modality. Conclusion: Inclusion of SLMs centred on practice and professionalism was evaluated as an effective, teaching strategy by students and staff. The integration of SIMs in SLMs has potential for wider application in clinical teaching. PMID:26445619

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

What Makes Lectures "Unmissable"? Insights into Teaching Excellence and Active Learning

ERIC Educational Resources Information Center

Revell, Andrea; Wainwright, Emma

2009-01-01

This research explores "teaching excellence" by examining the perceptions of geography academics and students at Brunel University as to what makes a lecture "unmissable". The findings from 10 interviews with lecturers and five focus groups with undergraduate students suggest that whilst there is probably no such thing as an…

Striking a Balance: Supporting Teaching Excellence Award Applications

ERIC Educational Resources Information Center

Layton, Catherine; Brown, Christine

2011-01-01

Students and peers who nominate academic staff for teaching excellence awards unwittingly invite them to reflect on their work, and explain their practices to other academics. What is an effective system of academic support for these applicants and should academic developers be doing it at all? Is it possible that academic developers and academic…

Using Information Technology in Teaching of Business Statistics in Nigeria Business School

ERIC Educational Resources Information Center

Hamadu, Dallah; Adeleke, Ismaila; Ehie, Ike

2011-01-01

This paper discusses the use of Microsoft Excel software in the teaching of statistics in the Faculty of Business Administration at the University of Lagos, Nigeria. Problems associated with existing traditional methods are identified and a novel pedagogy using Excel is proposed. The advantages of using this software over other specialized…

Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & Scholarship

ERIC Educational Resources Information Center

Carey, Thomas; Davis, Alan; Ferreras, Salvador; Porter, David

2015-01-01

This paper explores the integration of Open Educational Practices (OEP) into an institutional strategy to develop distinctive excellence in teaching, learning and scholarship. The institution in the case study is a public polytechnic university serving a metropolitan area in Canada. If emerging Open Educational Practices are to flourish at our…

Digging Deeper: Professional Learning Can Go beyond the Basics to Reach Underserved Students

ERIC Educational Resources Information Center

Gleason, Sonia Caus

2010-01-01

Consistent, excellent teaching is the single greatest factor in improving student achievement over time. School leadership is the second. Excellent teaching and strong leadership require deliberate, ongoing professional learning. In working with high-poverty school systems over time, the following basics emerge: (1) time; (2) content; (3)…

Toward Excellence in Secondary Vocational Education: Improving Teaching. Information Series No. 293.

ERIC Educational Resources Information Center

Cooke, Gwen C.

Eleven recent reports related to excellence in education were examined, and their implications for vocational education were interpreted. Commonalities and differences among the studies were identified, and a selection of these was developed further with major emphases on teaching and learning. Topics were selected according to their immediacy and…

Recognizing excellence in maternal and child health (MCH) epidemiology: the 2012 Co-hosted 18th MCH Epidemiology Conference and 22nd CityMatCH Urban MCH Leadership Conference, the 25th anniversary of the MCH Epidemiology Program, and the National MCH Epidemiology Awards.

PubMed

Kroelinger, Charlan D; Jones, Jessica; Barfield, Wanda D; Kogan, Michael D

2014-09-01

In December 2012, multiple leading agencies in the field of Maternal and Child Health (MCH) partnered to co-host a national MCH Epidemiology Conference. The Conference offered opportunities for peer exchange; presentation of new scientific methodologies, programs, and policies; dialogue on changes in the MCH field; and discussion of emerging MCH issues relevant to the work of MCH professionals. During the Conference, the MCH Epidemiology Program celebrated 25 years of success and partnership, and 16 MCH agencies presented six deserving health researchers and leaders with national awards in the areas of advancing knowledge, effective practice, outstanding leadership, excellence in teaching and mentoring, and young professional achievement. In September 2014, building on knowledge gained and changes in the field of MCH, leading agencies including the Centers for Disease Control and Prevention, the Health Resources and Services Administration, CityMatCH, and the Association of MCH Programs plan to replicate the achievements of 2012 through the implementation of a fully integrated national conference: the CityMatCH Leadership and MCH Epidemiology Conference.

Recognizing Excellence in Maternal and Child Health (MCH) Epidemiology: The 2012 Co-hosted 18th MCH Epidemiology Conference and 22nd CityMatCH Urban MCH Leadership Conference, the 25th Anniversary of the MCH Epidemiology Program, and the National MCH Epidemiology Awards

PubMed Central

Jones, Jessica; Barfield, Wanda D.; Kogan, Michael D.

2015-01-01

In December 2012, multiple leading agencies in the field of Maternal and Child Health (MCH) partnered to co-host a national MCH Epidemiology Conference. The Conference offered opportunities for peer exchange; presentation of new scientific methodologies, programs, and policies; dialogue on changes in the MCH field; and discussion of emerging MCH issues relevant to the work of MCH professionals. During the Conference, the MCH Epidemiology Program celebrated 25 years of success and partnership, and 16 MCH agencies presented six deserving health researchers and leaders with national awards in the areas of advancing knowledge, effective practice, outstanding leadership, excellence in teaching and mentoring, and young professional achievement. In September 2014, building on knowledge gained and changes in the field of MCH, leading agencies including the Centers for Disease Control and Prevention, the Health Resources and Services Administration, City- MatCH, and the Association of MCH Programs plan to replicate the achievements of 2012 through the implementation of a fully integrated national conference: the CityMatCH Leadership and MCH Epidemiology Conference. PMID:25091642

A Hybrid Teaching and Learning Model

NASA Astrophysics Data System (ADS)

Juhary, Jowati Binti

This paper aims at analysing the needs for a specific teaching and learning model for the National Defence University of Malaysia (NDUM). The main argument is that whether there are differences between teaching and learning for academic component versus military component at the university. It is further argued that in order to achieve excellence, there should be one teaching and learning culture. Data were collected through interviews with military cadets. It is found that there are variations of teaching and learning strategies for academic courses, in comparison to a dominant teaching and learning style for military courses. Thus, in the interest of delivering quality education and training for students at the university, the paper argues that possibly a hybrid model for teaching and learning is fundamental in order to generate a one culture of academic and military excellence for the NDUM.

The Tutorial Education Program on the Formation of the New Milenium's Meteorologist: 20 Years of Project Experience at Universidade Federal de Pelotas - Brazil

NASA Astrophysics Data System (ADS)

Foster, P.

2012-12-01

The Programa de Educação Tutorial (Tutorial Education Program), also known as "PET", has the objective to finance students with potential, encouraging and providing extracurricular activities in order to promote the integration with the academic market and the development of study programs in graduate school, preparing a professional that in the future will operate in a global market, transforming and fighting for the professional interests of their class. The design of the program dates back to 1970 and is based on the model of learning and guidance to form the student. The groups are composed gradually, through an annual selection. The deployment and implementation of the groups consider the inclusion of new members in different stages of their school program, working in an integrated manner. To apply, students must submit satisfactory academic performance, without failures on any course and commit to devote a minimum of twenty hours per week to the program activities. Deployed at Universidade Federal de Pelotas - Brazil, in 1991, the group has contributed to the training of students of Meteorology through the concept of teaching-research-extension activities. We believe that PET has been of utmost importance in the training of the new millennium's professional, given that the objectives of this program seek to provide an excellent level of academic training to undergraduates, encouraging their entry into the graduate studies; stimulating the improvement of the quality of teaching degree through the development of new practices and teaching experience; multiplying the activities developed by scholars and increase their interactions with program's faculty and other students of the institution. With the highly competitive market requiring specialized professionals, the high investment in students with potential can be reversed for the benefit of the profession.

Training Undergraduate Physics Peer Tutors

NASA Astrophysics Data System (ADS)

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

2004-05-01

The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

Teaching Excellence Framework (TEF): Re-Examining Its Logic and Considering Possible Systemic and Institutional Outcomes

ERIC Educational Resources Information Center

Rudd, Tim

2017-01-01

This paper offers conceptual and theoretical insights relating to the Teaching Excellence Framework (TEF), highlighting a range of potential systemic and institutional outcomes and issues. The paper is organised around three key areas of discussion that are often under-explored in debates. Firstly, after considering the TEF in the wider context of…

Seizing Opportunity at the Top II: State Policies to Reach Every Student with Excellent Teaching

ERIC Educational Resources Information Center

Dean, Stephanie; Hassel, Emily Ayscue; Hassel, Bryan C.

2014-01-01

Research continues to confirm that without consistently excellent teaching, most students who start behind stay behind, and too few middling and advanced students leap ahead. Even hardworking, solid teachers who achieve one year of learning progress leave achievement gaps intact. When schools create an opportunity culture for teachers and…

Seizing Opportunity at the Top II: State Policies to Reach Every Student with Excellent Teaching. Policymakers' Checklist

ERIC Educational Resources Information Center

Dean, Stephanie; Hassel, Emily Ayscue; Hassel, Bryan C.

2014-01-01

Research continues to confirm that without consistently excellent teaching, most students who start behind stay behind, and too few middling and advanced students leap ahead. Even hardworking, solid teachers who achieve one year of learning progress leave achievement gaps intact. When schools create an opportunity culture for teachers and…

Employability and Higher Education: The Follies of the "Productivity Challenge" in the Teaching Excellence Framework

ERIC Educational Resources Information Center

Frankham, Jo

2017-01-01

This article considers questions of "employability," a notion foregrounded in the Green and White Papers on the Teaching Excellence Framework (TEF). The paper first questions government imperatives concerning employability and suggests a series of mismatches that are evident in the rhetorics in this area. This summary opens up elements…

The effects of national cash awards for science teaching on recipients and their peers

NASA Astrophysics Data System (ADS)

Weld, Jeffrey Donn

Cash teaching awards available to science teachers in the U.S. have goals to improve science teaching. This study assessed the effectiveness of five national cash award programs at identifying exemplars and inspiring better science teaching. Award winning secondary science teachers provided their perceptions of the effects of an award on their own teaching and on the profession as a whole. Randomly selected secondary science teachers across the U.S. reported their perceptions of the effects of the existence of awards on their own teaching and on the profession. Program directors for the five national cash awards were interviewed to determine the intentions and strategies of their award programs. The criteria that guide the selection of award winners were found to align with research-supported exemplar characteristics, but the methods used for identifying outstanding teachers were found to be inadequate for that purpose. Award winning science teachers perceive awards to result from, rather than to inspire, good teaching. Their motivation derives from student achievement and a job well done. The valued effects of winning an award are the recognition and increased respect that follow. Award winners perceive awards as difficult to win, minimally motivating, and frequently causing of dissension among peers. In most respects award winners perceive increased intrinsic rewards to accompany recognition through cash awards. Randomly selected U.S. science teachers who have not won cash awards perceive them as poor motivational incentives because too few awards exist, the basis for recognition is unclear, and the award itself is not a valued outcome. Most science teachers consider themselves good teachers and would apply for an award despite doubts that they would win. Direct comparisons reveal that winners and nonwinners have widely divergent opinions of awards. Winners of lesser cash amounts have the same perceptions of awards as winners of greater cash amounts. Effective award programs, or other incentives for teacher improvement should: (1) publicize widely; (2) require minimal applications; (3) employ expert, trained evaluators; (4) use clear and consistent guidelines; (5) facilitate expert pedagogy; and (6) award all teachers who attain a standard of excellence.

Development of a situational initiation training program for preceptors to retain new graduate nurses: Process and initial outcomes.

PubMed

Kang, Chun-Mei; Chiu, Hsiao-Ting; Lin, Yen-Kuang; Chang, Wen-Yin

2016-02-01

Most preceptor training programs consist of classroom-based courses, and only a few programs are conducted using films. Preceptors have identified most training courses as inapplicable in various clinical situations. To describe the systematic development of a situational initiation training program (SITP) for preceptors and to evaluate its impacts on the stress levels of preceptors and new graduate nurses (NGNs), the preceptor-NGN relationship, support provided by preceptors to NGNs, and the intention to leave among NGNs during a 1-year preceptorship. The conceptual framework of development, implementation, and evaluation was used for program completion. Preceptors and NGNs working at a teaching medical center in Taipei participated. The 1-day SITP workshop comprised four films, reflection time, and four classroom-based courses. Training outcomes were evaluated using a questionnaire survey for preceptors and NGNs at months 3, 6, 9, and 12 after employing the NGNs. Data were analyzed using descriptive statistics and analysis of variance with repeated measures. The annual turnover rate of NGNs was 10.5%. During the first preceptorship year, the NGNs reported moderate stress levels, good to excellent relationships with their preceptors, moderate to excellent support from their preceptors, and low intention to leave their current jobs. Similarly, preceptors reported moderate stress levels, except at month 12 (mean=4.8), and good to excellent relationships with their NGNs. The SITP considerably improved the preceptor-NGN relationship for both NGNs and preceptors, whereas no improvement was observed in the stress levels, except in the stress levels of preceptors. The SITP is clinically effective for preceptors; thus, nurse educators may apply the SITP for redesigning the existing preceptor training programs to develop highly skilled preceptors and improve training outcomes. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Center for Astronomy Education (CAE) and Our NSF Funded CCLI Phase III Collaboration of Astronomy Teaching Scholars (CATS) Program: Updates to Our New Community-Based Model for Astronomy Education Research

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Impey, C.; Prather, E. E.; Lee, K. M.; CATS

2010-01-01

The Center for Astronomy Education (CAE) has been devoted to improving teaching & learning in Astro 101 by creating research-validated curriculum & assessment instruments for use in Astro 101 & by providing Astro 101 instructors professional development opportunities to increase their pedagogical content knowledge & instructional skills at implementing these curricula & assessment materials. To create sustainability and further expand this work, CAE, in collaboration with other national leaders in astronomy education & research, developed the Collaboration of Astronomy Teaching Scholars (CATS) Program. The primary goals of CATS are to: 1) increase the number of Astro 101 instructors conducting fundamental research in astronomy education 2) increase the amount of research-validated curriculum & assessment instruments available for use in Astro 101 3) increase the number of people prepared to develop & conduct their own CAE Teaching Excellence Workshops In our second year we have concluded a national study assessing the contribution students’ personal characteristics make to student learning gains and the effectiveness of interactive learning strategies. We have results from our classroom research validation study on the use of the "ClassAction” electronic learning system. We have begun creation of an assessment instrument designed specifically for Astro 101 to evaluate the effectiveness of our instruction in improving students’ attitudes & beliefs about science, and which is being informed by several of our studies and community input. We have also begun field-testing of our Solar System Concept Inventory. Additionally research into students’ beliefs and reasoning difficulties on topics in Cosmology is underway. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

[Education in postgraduate surgical schools: the role of the surgical tutor as supervisor in the operating room].

PubMed

Alloni, Rossana; Binetti, Paola; Coppola, Roberto; Arullani, Augusto

2005-01-01

The Postgraduate Surgical education is in an era of transition, in order to create physicians with skills and attitudes needed by modern health care. Many studies have examined the impact of surgical tutoring in surgical residency programs in USA Medical Schools, while few experiences are reported from European Universities. The new Italian guidelines for post-graduate education require a structured clinical learning with the supervision of a tutor ("attending surgeon" for surgical residency); it is a challenge to describe the role of this teacher and educator, and to implement an effective evaluation of operating room teachers. Confidential survey was administered to 14 surgical residents of the Authors' University. Questions were related to their surgical activity and their perception of educational role of tutors in operating room and tutors' teaching behaviors. Residents pointed out five behaviors they perceive as signs of tutor excellence in clinical and operating room setting. According with studies from other Universities, residents need a tutor with competency but also with good teaching skills and a mature self-perception as educator. Faculty would provide training programs for surgeons in order to improve their teaching skills and behaviors.

The Teaching and Learning of Chemical Kinetics Supported with MS Excel

ERIC Educational Resources Information Center

Zain, Sharifuddin Md; Rahman, Noorsaadah Abdul; Chin, Lee Sui

2013-01-01

Students in 12 secondary schools in three states of Malaysia were taught to use worksheets on the chemical kinetics topic which had been pre-created using the MS Excel worksheets. After the teaching, an opinion survey of 612 Form Six students from these schools was conducted. The results showed that almost all the students felt that MS Excel…

Outreach within the Bristol ChemLabS CETL (Centre for Excellence in Teaching and Learning)

ERIC Educational Resources Information Center

Shallcross, Dudley E.; Harrison, Tim G.; Obey, Tim M.; Croker, Steve J.; Norman, Nick C.

2013-01-01

This paper presents an overview of the Bristol ChemLabS project. In particular, it describes the development and impacts of the outreach project within Bristol ChemLabS, the UK's Centre for Excellence in Teaching and Learning (CETL) in practical chemistry, and its continuation beyond the funded project. The major elements of working with both…

The Teaching Excellence Framework in the United Kingdom: An Opportunity to Include International Students as "Equals"?

ERIC Educational Resources Information Center

Hayes, Aneta

2017-01-01

Research on international students in British higher education points to marginalization of their unique perspectives in university classrooms. The aim of the article is to consider how the most recent policy changes, particularly the teaching excellence framework (TEF), continue to do so. The article also argues that the TEF, being a major higher…

The Relationship between Teachers' Performance on the Ventures for Excellence and Their Teaching Effectiveness

ERIC Educational Resources Information Center

Winters, Michael Joseph

2017-01-01

This quantitative correlational study examined the relationship between teacher pre-hiring effectiveness evaluation and their performance evaluation scores at the end of the first year of teaching. Prior to this study, it was not known if and to what degree teachers' scores on the Ventures for Excellence B-22 screening interview correlated to…

Teach the Earth: On-line Resources for Teachers and Teachers of Teachers

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2007-12-01

Effective Earth science education depends on excellent teachers: teachers who not only possess a strong grasp of geoscience but are also well-versed in the pedagogic methods they need to connect with their audience. Preparing Earth science teachers is a task no less challenging that also requires strengths in both areas. The Teach the Earth website provides a variety of resources to support preparation of Earth science teachers. Here you can find collections of teaching activities addressing all aspects of the Earth system; discussions of teaching methods linked to examples of their use in geoscience courses; and the Earth Exploration Toolbook, a resource specifically designed for teachers who would like to incorporate data rich activities in their teaching. These resources are suitable for use by teachers, students in courses addressing the methodology of teaching Earth science and science, and faculty designing courses. Faculty working with current and future teachers will find a section on Preparing Teachers to Teach Earth Science with a collection of courses designed specifically to benefit future Earth Science teachers, examples of key activities in these courses, and descriptions of programs for pre-service and in-service teachers. The materials housed in this web-resource demonstrate a wide range of fruitful approaches and exciting opportunities. On the order of 25,000 individuals use the site repeatedly during the year. We estimate that 27 percent of these users are geoscience faculty and 12 percent are teachers. We invite teachers, faculty, researchers, and educators to enhance this resource by contributing descriptions of activities, courses, or programs as a mechanism for sharing their experience with others engaged in similar work.

Views of Family Medicine Trainees of a Teaching Hospital in Riyadh regarding their Hospital Rotations: A Qualitative Study.

PubMed

Alquaiz, Aljohara M; Abdulghani, Hamza M; Karim, Syed Irfan; Qureshi, Riaz

2013-01-01

To explore Family Medicine Trainees views regarding the hospital component of their Family Medicine (FM) training program. This is a qualitative focus group discussion based study. Thirteen trainees, eight from final year of FM training program and five from third year of the same program participated in the study. The structure for discussion included a previously distributed and completed questionnaire that included three sections. The first section was evaluation of the satisfaction of trainees with the different hospital specialties rotations. The second section related to reasons for rating the different rotations as excellent and very good. The third section related to deficiencies in training for those rotations which received a score of 3-5. The items in the questionnaire were utilized in the focus group discussion. Two facilitators who were investigators facilitated the discussion. The data was qualitatively analyzed to identify emergent themes and subthemes that described the trainees' views. The trainees highlighted the following views: Teaching in the hospital component is not relevant to the needs of Family Medicine trainees. Duration of the hospital posts should be reviewed. Emphasis should be on out-patient clinics rather than in-patient. More emphasis must be given to procedural skills, minor surgery and teaching in clinical contexts. Hospital training component of the Family Medicine training program should be reviewed, as the structure and its implementation doesn't reflect the views of trainees regarding its relevance to their day to day practice.

Excellent Teachers' Thinking Model: Implications for Effective Teaching

ERIC Educational Resources Information Center

Hamzah, Sahandri G.; Mohamad, Hapidah; Ghorbani, Mohammad R.

2008-01-01

This study aimed to suggest an Excellent Teacher Thinking Model that has the potential to be utilized in the development of excellent teachers. Interaction survey method using survey questions, observation, document review and interview was conducted in this study. One hundred and five excellent teachers were selected randomly as research…

Teachers and artificial intelligence. The Logo connection.

PubMed

Merbler, J B

1990-12-01

This article describes a three-phase program for training special education teachers to teach Logo and artificial intelligence. Logo is derived from the LISP computer language and is relatively simple to learn and use, and it is argued that these factors make it an ideal tool for classroom experimentation in basic artificial intelligence concepts. The program trains teachers to develop simple demonstrations of artificial intelligence using Logo. The material that the teachers learn to teach is suitable as an advanced level topic for intermediate- through secondary-level students enrolled in computer competency or similar courses. The material emphasizes problem-solving and thinking skills using a nonverbal expressive medium (Logo), thus it is deemed especially appropriate for hearing-impaired children. It is also sufficiently challenging for academically talented children, whether hearing or deaf. Although the notion of teachers as programmers is controversial, Logo is relatively easy to learn, has direct implications for education, and has been found to be an excellent tool for empowerment-for both teachers and children.

What Good Is a Scientist in the Classroom? Participant Outcomes and Program Design Features for a Short-Duration Science Outreach Intervention in K–12 Classrooms

PubMed Central

Liston, Carrie; Thiry, Heather; Graf, Julie

2007-01-01

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K–12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the “scientist in the classroom,” the study examines what benefits may be realized for each participant group and how they are achieved. We find that K–12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices. PMID:17339394

Teaching as Jazz

ERIC Educational Resources Information Center

Tomlinson, Carol Ann; Germundson, Amy

2007-01-01

Tomlinson and Germundson compare teaching well to playing jazz well. Excellent teaching involves a blend of techniques and theory; expressiveness; syncopation; call and response, and, frequently, improvisation. Weaving in analogies to jazz, the authors delineate four elements of such teaching: curriculum that helps students connect to big ideas,…

Raising the Profile of Innovative Teaching in Higher Education? Reflections on the EquATE Project

ERIC Educational Resources Information Center

Robson, Sue; Wall, Kate; Lofthouse, Rachel

2013-01-01

This paper presents a methodology developed by members of the Research Centre for Learning and Teaching (RCfLAT) to collaborate with university teaching colleagues to produce theoretically- and pedagogically-based case studies of innovations in teaching and learning. The Equal Acclaim for Teaching Excellence (EquATE) project investigates…

An Initial Analysis and Reflection of the Metrics Used in the Teaching Excellence Framework in the UK

ERIC Educational Resources Information Center

Gillard, J. W.

2018-01-01

In this paper, we look at the results from the recent Teaching Excellence Framework (2017), which were made publicly available in June 2017. We offer some initial analysis and commentary, look at the primary reasons for providers being awarded Bronze, Silver and Gold, and look at some providers close to the borderline for their award. We…

Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning for Time-Technology Swap--Rotation Model

ERIC Educational Resources Information Center

Public Impact, 2012

2012-01-01

This brief shows how teachers in a Time-Technology swap school model may earn more, sustainably. In this model, schools use age-appropriate portions of digital learning (as little as about an hour daily per student) to free the time of excellent teachers to teach more students and potentially to collaborate with peers. By teaching more students,…

The implementation of integrated entrepreneurship material on dress making teaching in vocational high school

NASA Astrophysics Data System (ADS)

Sawitri, Sicilia

2018-03-01

The aims of the research were: (1) To know the students' achievement in Dress Making Teaching by implementing Integrated Entrepreneur Material in Vocational High School, (2) The level of increasing of students' achievement in Dress Making Teaching by integrating Entrepreneurship Material in Vocational High School. By using experimental method this research was conducted in Magelang Vocational High School and applied pre-test post-test design. The samples in this research was XI grade of Fashion Technology Study Program. Observation sheet and documentation were used in this research as instruments. Data analyzed by using descriptive analyze and gain score. The result, there were: (1) students' achievement in Dress Making Teaching was high 88.6 and (2) the increasing of students' achievement was 0.61 it was medium category. The suggestion were: Integrated Entrepreneurship material can be applied in another subject matter, such as Men Wear, Tailoring, Children Wear, and The students who want to be a good entrepreneur, have to drill their skill in making dresses, and know about excellent service to the clients, marketing and make clients satisfaction.

The Center for Astronomy Education (CAE) Ushers in a New Community-Based Model for Astronomy Education Research with the NSF Funded CCLI Phase III Collaboration of Astronomy Teaching Scholars (CATS) Program

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Impey, C.; Prather, E.; Lee, K.; Duncan, D.

2009-01-01

The Center for Astronomy Education (CAE) has been devoted to improving teaching & learning in Astro 101 by creating research-validated curriculum & assessment instruments for use in Astro 101 & by providing Astro 101 instructors professional development opportunities to increase their pedagogical content knowledge & instructional skills at implementing these curricula & assessment materials. To create sustainability and further expand this work, CAE, in collaboration with other national leaders in astronomy education & research, developed the Collaboration of Astronomy Teaching Scholars (CATS) Program. The primary goals of CATS are to: 1) increase the number of Astro 101 instructors conducting fundamental research in astronomy education 2) increase the amount of research-validated curriculum & assessment instruments available for use in Astro 101 3) increase the number of people prepared to develop & conduct their own CAE Teaching Excellence Workshops In our first year we have concluded a national study assessing the teaching & learning of Astro 101 & the effect of interactive instruction. We have begun the initial analysis of the demographics data of this study. We have begun a classroom research validation study on the use of the "ClassAction” electronic learning system. We have begun to analyze data from two different studies on students’ attitudes & understanding of science to inform the creation of an assessment instrument designed specifically for Astro 101 to evaluate the effectiveness of our instruction in improving students’ attitudes & beliefs about science. We have also begun the development of a Solar System Concept Inventory. Additionally the development of the Solar System Concept Inventory and research into students’ beliefs and reasoning difficulties on topics in Cosmology are well underway. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

My thoughts on teaching.

PubMed

Smith, Bonnie J

2009-01-01

The Pfizer Distinguished Teacher Award, presented annually to a faculty member at each college or school of veterinary medicine in the United States, is the most prestigious teaching award in veterinary medicine. Originally this award was known as the Norden Award, named in honor of Carl J. Norden, founder of Norden Laboratories, but since 1963 it has been sponsored by Pfizer Animal Health. Awardees are selected by their individual colleges and schools based on the following criteria: teaching excellence in lectures, laboratories, and/or clinical settings; support of student learning and development outside of traditional venues, such as by counseling, advising of specialty clubs, and so on (extracurricular activities); and character and leadership. Students, peers, and administrators provide input into the various criteria. Each of the 28 colleges or schools of veterinary medicine in the United States is invited to submit the dossier of their awardee to a national selection committee sponsored by the Association of American Veterinary Medical Colleges (AAVMC). It gives me great pleasure to note that the committee has awarded the 2008 Pfizer Teaching Award to Dr. Bonnie Smith, Associate Professor of Anatomy, Embryology, and Physiology at the Virginia-Maryland Regional College of Veterinary Medicine (VMRCVM) at Virginia Tech. Dr. Smith began her faculty service at VMRCVM in 1991, and previous to that spent four years on the faculty at North Carolina State University. Her ability to make a positive impact in the lives of students and their learning has become legendary over the years. Likewise, as a member of the Curriculum Board (Committee) and serving on various course design teams, Dr. Smith has been a steadying force in guiding the curriculum through various iterations. Helping students and faculty keep a sense of balance throughout these changes has been one of her major contributions. As a testament to her long-term teaching excellence, Dr. Bonnie Smith has received at least 22 different awards and citations for teaching excellence, two of which came very early in her career while she was at North Carolina State University. Most notable among these many awards is the fact that she is now a three-time recipient of the Pfizer Teaching Award. Dr. Smith has also been nominated by Student AVMA for a Teaching Excellence Award in Basic Sciences and has received an Honorable Mention, Teacher of the Year Award from the AVMA. Additionally, she has received an Alumni Teaching Award and a University Award for Teaching Excellence, and she has been elected to the Virginia Tech Academy of Teaching Excellence. Each of these three awards recognizes the best educators on Virginia Tech's faculty. Students have been very articulate in their praise of Dr. Smith's teaching. The comments received include "She has developed a unique teaching style that infuses traditional lectures with her unrelenting energy while never sacrificing content or complexity" and "She approaches the material from many angles, with clear verbalization of concepts, creatively utilizing stories and metaphors for clarification." Finally, a very fitting comment that illustrates her impact on her students: "Outside the classroom, Dr. Smith also influences many of us by serving as a strong female role model. In the face of life's hardships, she perseveres with an unshakably positive spirit. She encourages us to excel in all we do within the walls of our school and in our own lives." Peers have likewise been most complimentary of Dr. Smith's abilities as an educator. Examples from her nomination packet include the following: "Dr. Smith is truly a Master Teacher of the college. She has consistently demonstrated exemplary qualities of teaching, dedication and work ethic. She has received every teaching award the College has to offer and is consistently recognized by students, peers and the University" and "She epitomizes the qualities we have come to associate with teaching excellence. First and foremost is her dedication and commitment to student learning. Second, Dr. Smith's rapport with her students is outstanding because she invests the time necessary to gain their trust so she knows exactly what they are struggling with in her course. Third, she has the uncommon ability and desire to reach into students' minds and hearts to tailor instruction to meet individual learning styles and needs. Indeed, Dr. Smith is extremely gifted in being able to take complex details and concepts, and simplify, organize and present them in a very clear, understandable fashion." Other peer comments include: "Dr. Smith's animated and enthusiastic style was very effective and well-received"; "She is commended for her very good use of metaphors, examples and humor"; and "We all agree that attending Dr. Smith's lectures was beneficial to us as well as to the students! Keep up the fine work." In summary, Dr. Smith is to be sincerely congratulated on receiving this prestigious award. It is well deserved, based on her long history of teaching excellence and on the positive impact she has had in the lives of her students. -J. Blair Meldrum, Professor of Toxicology, Department of Biomedical Sciences and Pathobiology, Virginia-Maryland Regional College of Veterinary Medicine, Virginia Tech, and Chair, VMRCVM Pfizer Teaching Award Selection Committee.

Education: The Heart of the Matter.

PubMed

Morriss, Wayne W; Milenovic, Miodrag S; Evans, Faye M

2018-04-01

There are inadequate numbers of anesthesia providers in many parts of the world. Good quality educational programs are needed to increase provider numbers, train leaders and teachers, and increase knowledge and skills. In some countries, considerable external support may be required to develop self-sustaining programs. There are some key themes related to educational programs in low- and middle-income countries:(1) Programs must be appropriate for the local environment-there is no "one-size-fits-all" program. In some countries, nonuniversity programs may be appropriate for training providers.(2) It is essential to train local teachers-a number of short courses provide teacher training. Overseas attachments may also play an important role in developing leadership and teaching capacity.(3) Interactive teaching techniques, such as small-group discussions and simulation, have been incorporated into many educational programs. Computer learning and videoconferencing offer additional educational possibilities.(4) Subspecialty education in areas such as obstetric anesthesia, pediatric anesthesia, and pain management are needed to develop leadership and increase capacity in subspecialty areas of practice. Examples include short subspecialty courses and clinical fellowships.(5) Collaboration and coordination are vital. Anesthesiologists need to work with ministries of health and other organizations to develop plans that are matched to need. External organizations can play an important role.(6) Excellent education is required at all levels. Training guidelines could help to standardize and improve training. Resources should be available for research, as well as monitoring and evaluation of educational programs.

Enhancing Teaching using MATLAB Add-Ins for Excel

ERIC Educational Resources Information Center

Hamilton, Paul V.

2004-01-01

In this paper I will illustrate how to extend the capabilities of Microsoft Excel spreadsheets with add-ins created by MATLAB. Excel provides a broad array of fundamental tools but often comes up short when more sophisticated scenarios are involved. To overcome this short-coming of Excel while retaining its ease of use, I will describe how…

Student-Valued Measurable Teaching Behaviors of Award-Winning Pharmacy Preceptors.

PubMed

O'Sullivan, Teresa A; Lau, Carmen; Patel, Mitul; Mac, Chi; Krueger, Janelle; Danielson, Jennifer; Weber, Stanley S

2015-12-25

To identify specific preceptor teaching-coaching, role modeling, and facilitating behaviors valued by pharmacy students and to develop measures of those behaviors that can be used for an experiential education quality assurance program. Using a qualitative research approach, we conducted a thematic analysis of student comments about excellent preceptors to identify behaviors exhibited by those preceptors. Identified behaviors were sorted according to the preceptor's role as role model, teacher/coach, or learning facilitator; measurable descriptors for each behavior were then developed. Data analysis resulted in identification of 15 measurable behavior themes, the most frequent being: having an interest in student learning and success, making time for students, and displaying a positive preceptor attitude. Measureable descriptors were developed for 5 role-modeling behaviors, 6 teaching-coaching behaviors, and 4 facilitating behaviors. Preceptors may need to be evaluated in their separate roles as teacher-coach, role model, and learning facilitator. The developed measures in this report could be used in site quality evaluation.

Teaching differential diagnosis to nurse practitioner students in a distance program.

PubMed

Colella, Christine L; Beery, Theresa A

2014-08-01

An interactive case study (ICS) is a novel way to enhance the teaching of differential diagnosis to distance learning nurse practitioner students. Distance education renders the use of many teaching strategies commonly used with face-to-face students difficult, if not impossible. To meet this new pedagogical dilemma and to provide excellence in education, the ICS was developed. Kolb's theory of experiential learning supported efforts to follow the utilization of the ICS. This study sought to determine whether learning outcomes for the distance learning students were equivalent to those of on-campus students who engaged in a live-patient encounter. Accuracy of differential diagnosis lists generated by onsite and online students was compared. Equivalency testing assessed clinical, rather than only statistical, significance in data from 291 students. The ICS responses from the distance learning and onsite students differed by 4.9%, which was within the a priori equivalence estimate of 10%. Narrative data supported the findings. Copyright 2014, SLACK Incorporated.

Discussion and group work design in O2O teaching of applied optics: questions, strategies and extending

NASA Astrophysics Data System (ADS)

Li, Xiaotong; Cen, Zhaofeng; Liu, Xiangdong; Zheng, Zhenrong

2017-08-01

Applied optics course in Zhejiang University is a National Excellent Resource Sharing Course in China, and the online to offline teaching strategies have been implemented and shared with dozens of universities and colleges in China. Discussion is an important activity in teaching. In this paper our main consideration is designing the discussion questions and group works so as to develop the students' critical thinking, cooperative and sharing spirits, and communication abilities in the cosmopolitan era. Typical questions that connect different chapters and help the students to understand the relationship between each sub-system in both field of view and aperture are given for discussion. We inspire the students to complete group works such as ray trace programming by cooperation and then make presentations. All of these create a circumstance for sharing thoughts and developing intelligence and knowledge. A poll shows that the students pay more attention to optical design than before and have made progress in conversation and cooperation.

Occupational health crossing borders - part 1: concept, teaching methods, and user evaluation of the first international summer school in Munich, Germany.

PubMed

Radon, Katja; Ehrenstein, Vera; Bigaignon-Cantineau, Janine; Vellore, Arun Dev; Fingerhut, Marilyn; Nowak, Dennis

2009-10-01

Occupational health and safety (OHS) is relevant for occupational health professionals (OHP) throughout the world. However, training opportunities are often limited and exchange between OHP from industrialized and developing countries is sparse. We aimed to contribute to the international exchange of OHP through a 2-week summer school program. Twenty-three OHP from 11 countries participated. Teaching methods included interactive lectures, participants' presentations, case-based e-learning, enterprise visits, and hands-on sessions. After completion, participants evaluated the course. OHS systems of 18 different countries were presented using the same set of clinical cases as a starting point. Opportunities and challenges in the different OHS systems were considered. On median, participants rated the course as excellent and totally agreed that it will help them in their daily work. An international summer school teaching basic aspects of different OHS systems is a useful tool for training and exchange at the global level. Copyright 2009 Wiley-Liss, Inc.

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E.; Slater, T. F.; Greene, W. M.; Thaller, M.

2006-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE’s major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group AstroLrner@CAE. CAE also provides an updated article "This Month’s Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator Public Engagement Program and the Spitzer Space Telescope Education and Public Outreach Program.

Teaching through Personal Stories: Congregational Rabbis and Teaching Adults

ERIC Educational Resources Information Center

Tauber, Sarah M.

2013-01-01

As educators, synagogue rabbis frequently devote a great deal of time to teaching adults. Yet little empirical research exists about what they do. This study describes and analyzes the teaching of three congregational rabbis who have excellent reputations as teachers of adults. In particular, it focuses on how these rabbis incorporate personal…

A New Approach to Evaluation of University Teaching Considering Heterogeneity of Students' Preferences

ERIC Educational Resources Information Center

Kuzmanovic, Marija; Savic, Gordana; Popovic, Milena; Martic, Milan

2013-01-01

Students' evaluations of teaching are increasingly used by universities to evaluate teaching performance. However, these evaluations are controversial mainly due to the fact that students value various aspects of excellent teaching differently. Therefore, in this paper we propose a new approach to students' evaluations of university…

"Great Classroom Teaching" and More: Awards for Outstanding Teaching Evaluated

ERIC Educational Resources Information Center

Jackson, Michael

2006-01-01

Purpose: In this paper teaching excellence awards are evaluated, with an eye to improving them. Design/methodology/approach: Literature is reviewed and an analytic framework developed in Canada is modified to apply to the University of Sydney's Vice Chancellor Outstanding Teaching Award. Data come from 60 respondents familiar with the Sydney award…

The role of entomology in environmental and science education: Comparing outreach methods for their impact on student and teacher content knowledge and motivation

NASA Astrophysics Data System (ADS)

Weeks, Faith J.

Outreach programming can be an important way for local students and teachers to be exposed to new fields while enhancing classroom learning. University-based outreach programs are offered throughout the country, including most entomology departments as few individuals learn about insects in school and these programs can be excellent sources of entomological education, as well as models to teach environmental and science education. Each department utilizes different instructional delivery methods for teaching about insects, which may impact the way in which students and teachers understand the insect concepts presented. To determine the impact of using entomology to enhance science and environmental education, this study used a series of university-based entomology outreach programs to compare three of the most common delivery methods for their effect on teacher and student content knowledge and motivation, specifically student interest in entomology and teacher self-efficacy. Twenty fifth grade classrooms were assessed over the course of one school year. The results show that teacher knowledge significantly increased when teachers were unfamiliar with the content and when trained by an expert, and teacher self-efficacy did not decrease when asked about teaching with insects. For students, content knowledge increased for each lesson regardless of treatment, suggesting that outreach program providers should focus on working with local schools to integrate their field into the classroom through the delivery methods best suited to the needs of the university, teachers, and students. The lessons also had an impact on student interest in science and environmental education, with an overall finding that student interest increases when using insects in the classroom.

Drivers of Teaching Effectiveness: Views from Accounting Educator Exemplars in Australia

ERIC Educational Resources Information Center

Wygal, Donald E.; Watty, Kim; Stout, David E.

2014-01-01

This paper summarizes the views, obtained via a survey instrument created by the authors and reported in studies by Stout and Wygal, of 22 accounting educator teaching exemplars from Australia. Each of these individuals has been cited for teaching excellence through receipt of one or more formal teaching awards. The paper responds to calls in…

The Laser Teaching Center at Stony Brook

NASA Astrophysics Data System (ADS)

Metcalf, Harold

2010-03-01

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

STAR - Research Experiences at National Laboratory Facilities for Pre-Service and Early Career Teachers

NASA Astrophysics Data System (ADS)

Keller, J. M.; Rebar, B.; Buxner, S.

2012-12-01

The STEM Teacher and Researcher (STAR) Program provides pre-service and beginning teachers the opportunity to develop identity as both teachers and researchers early in their careers. Founded and implemented by the Center for Excellence in Science and Mathematics Education (CESaME) at California Polytechnic State University on behalf of the California State University (CSU) system, STAR provides cutting edge research experiences and career development for students affiliated with the CSU system. Over the past three summers, STAR has also partnered with the NSF Robert Noyce Teacher Scholarship Program to include Noyce Scholars from across the country. Key experiences are one to three summers of paid research experience at federal research facilities associated with the Department of Energy (DOE), National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Association (NOAA), and the National Optical Astronomy Observatory (NOAO). Anchoring beginning teachers in the research community enhances participant understanding of what it means to be both researchers and effective teachers. Since its inception in 2007, the STAR Program has partnered with 15 national lab facilities to provide 290 research experiences to 230 participants. Several of the 68 STAR Fellows participating in the program during Summer 2012 have submitted abstracts to the Fall AGU Meeting. Through continued partnership with the Noyce Scholar Program and contributions from outside funding sources, the CSU is committed to sustaining the STAR Program in its efforts to significantly impact teacher preparation. Evaluation results from the program continue to indicate program effectiveness in recruiting high quality science and math majors into the teaching profession and impacting their attitudes and beliefs towards the nature of science and teaching through inquiry. Additionally, surveys and interviews are being conducted of participants who are now teaching in the classroom as part of a project to investigate the impact of the STAR Program on teaching practices. Preliminary analyses indicate that STAR fellows have maintained a strong distributed community of support following their summer experience, including continued contact with their research mentors and other fellows. The STAR research experience has also reinforced and strengthened many of the teachers' commitment to teaching. Additionally, teachers report how their STAR experience contributed to specific practices they use in the classroom to help students develop hypotheses, design experiments, and report their findings to the class. The STAR Program was presented to and cited by the Presidential Council of Advisors on Science and Technology (PCAST) as a national model for addressing K-12 science and math teacher workforce needs. It has also been recognized as a uniquely promising model for recruiting, preparing and retaining outstanding STEM teachers in such national publications as the American Association of Colleges and Universities (AAC&U) Peer Review journal and the National Science Teachers Association NSTA Reports. STAR was also recently cited in an editorial in Science (May 4, 2012) as a model teacher-researcher program that enhances professionalism in science teaching.

Boston ACS Meeting, Chemical Education Program

NASA Astrophysics Data System (ADS)

Wildeman, Thomas R.; Torre, Frank; Smist, Julianne

1998-11-01

For those of us who had not been to Boston since the last ACS meeting it was surprising to see how vibrant the city was. The shops, restaurants, parks, and other attractions throughout the large inner city area made the meeting most enjoyable. Again, our banquet cruise of the harbor was blessed with excellent weather. The ship went out far enough so that we landlocked people could feel the waves. The entire program had a celebratory tone-two sessions marking the 70th birthday of Glenn Crosby, a memorial symposium celebrating the teaching innovations of Hubert Alyea, and the 75th anniversary of the Journal of Chemical Education (>p 1360). Content issues in upper division chemistry courses as well as general chemistry took up a large portion of the program. Some of the symposia are discussed in this article.

Collegiality and Better Science Teaching

ERIC Educational Resources Information Center

Weiser, Brenda

2012-01-01

For the past five years, teachers from four Houston-area school districts have joined together in a professional learning community (PLC) to improve their science teaching. Through the University of Houston-Clear Lake (UHCL) Regional Collaborative for Excellence in Science and Mathematics Teaching, the teachers strengthen content knowledge and…

Confronting Diversity in the Community College Classroom: Six Maxims for Good Teaching.

ERIC Educational Resources Information Center

Gillett-Karam, Rosemary

1992-01-01

Emphasizes the leadership role of community college faculty in developing critical teaching strategies focusing attention on the needs of women and minorities. Describes six maxims of teaching excellence: engaging students' desire to learn, increasing opportunities, eliminating obstacles, empowering students through high expectations, offering…

International collaborative faculty development program on simulation-based healthcare education: a report on its successes and challenges.

PubMed

Chung, Hyun Soo; Issenberg, S Barry; Phrampus, Paul; Miller, Geoff; Je, Sang Mo; Lim, Tae Ho; Kim, Young Min

2012-12-01

Countries that are less experienced with simulation-based healthcare education (SBHE) often import Western programs to initiate their efforts to deliver effective simulation training. Acknowledging cultural differences, we sought to determine whether faculty development program on SBHE in the United States could be transported successfully to train faculty members in Korea. An international, collaborative, multi-professional program from a pre-existing Western model was adapted. The process focused on prioritization of curricular elements based on local needs, translation of course materials, and delivery of the program in small group facilitation exercises. Three types of evaluation data were collected: participants' simulation experience; participants' ratings of the course; and participant's self-assessment of the impact of the course on their knowledge, skills, and attitudes (KSA) toward simulation teaching. Thirty faculty teachers participated in the course. Eighty percent of the participants answered that they spent less than 25% of their time as simulation instructors. Time spent on planning, scenario development, delivering training, research, and administrative work ranged from 10% to 30%. Twenty-eight of 30 participants agreed or strongly agreed that the course was excellent and relevant to their needs. The participants' assessment of the impact of the course on their KSA toward simulation teaching improved significantly. Although there were many challenges to overcome, a systematic approach in the adaptation of a Western simulation faculty development course model was successfully implemented in Korea, and the program improves self-confidence and learning in participants.

Innovative strategies for nurse recruitment and retention in behavioral health.

PubMed

Valente, Sharon M; Wright, Ileen

2007-01-01

Successfully recruiting licensed nurses to work in behavioral health is challenging. This article describes and illustrates methods one hospital successfully used to attract, orient, and mentor new graduate nurses to work in mental health. The New Horizons program included a paid internship for new graduate vocational nurses, a mental health curriculum, preceptorship, a state board review course, and a new graduate program. Since 2003, the program has recruited 37 new graduates for the unfilled licensed staff vacancies in mental health who continued their professional education and pursued degrees as registered nurses. The evaluations indicated that more than 100% of graduates rated the program as excellent as well as recommended it to their friends, and retention has been more than 90%. New Horizons graduates have received promotions; one has assumed a new role as a clinical resource nurse who teaches nursing orientation. All stakeholders including nurse management, patients, other disciplines, and coworkers have high praise for the program graduates. The program increased the cultural diversity of the mental health staff because the graduates included high percentages of African Americans, Hispanic Americans, and Asian Americans and less than 10% of White Americans. Adult learning technologies were used including teaching with films, role-playing, case studies, reflective thinking, evidence-based practice, and group performance improvement projects. Research-based fact sheets were used for the course and continued education. These 1-page fact sheets help nurses apply the evidence to improve nursing practice.

Prospectors and Developers Association of Canada Mining Matters: A Model of Effective Outreach

NASA Astrophysics Data System (ADS)

Hymers, L.; Heenan, S.

2009-05-01

Prospectors and Developers Association of Canada Mining Matters is a charitable organization whose mandate is to bring the wonders of Canada's geology and mineral resources to students, educators and industry. The organization provides current information about rocks, minerals, metals, and mining and offers exceptional educational resources, developed by teachers and for teachers that meet Junior, Intermediate and Senior Provincial Earth Science and Geography curriculum expectations. Since 1994, Mining Matters has reached more than 400,000 educators, students, industry representatives, and Aboriginal Youth through Earth Science resources. At the time of the program's inception, members of the Prospectors and Developers Association of Canada (PDAC) realized that their mining and mineral industry expertise could be of help to teachers and students. Consulting experts in education, government, and business, and the PDAC worked together to develop the first Mining Matters Earth Science curriculum kit for Grades 6 and 7 teachers in Ontario. PDAC Mining Matters became the official educational arm of the Association and a charitable organization in 1997. Since then, the organization has partnered with government, industry, and educators to develop bilingual Earth science teaching units for Grades 4 and 7, and senior High School. The teaching units consist of kits that contain curriculum correlated lesson plans, inform bulletins, genuine data sets, rock and mineral samples, equipment and additional instructional resources. Mining Matters offers instructional development workshops for the purposes of training pre-service and in- service educators to use our teaching units in the classroom. The workshops are meant to provide teachers with the knowledge and confidence they need to successfully employ the units in the classroom. Formal mechanisms for resource and workshop evaluations are in place. Overwhelmingly teacher feedback is positive, describing the excellence, effectiveness and suitability of Mining Matters resources and training workshops for classroom instruction. Mining Matters also operates an Aboriginal Youth Outreach Program that promotes the importance of the minerals industry to Aboriginal youth through the distribution of educational resources, the provision of educational opportunities, and exposure to mineral and mining industry career opportunities and professionals. The Aboriginal Youth Outreach Program is designed to engage youth in Earth Sciences, providing them with the opportunity to develop skills, competencies and knowledge through Earth science, career, and skills development education. The Mining Matters program is effective and has garnered a National reputation for excellence. The Mining Matters program is a model of effective partnerships between industry, academia, and education outreach organizations. Our resources are currently used in Ontario, Manitoba, Saskatchewan, and British Columbia, with new partnerships being developed in Quebec and Nova Scotia.

GenAlEx 6.5: genetic analysis in Excel. Population genetic software for teaching and research--an update.

PubMed

Peakall, Rod; Smouse, Peter E

2012-10-01

GenAlEx: Genetic Analysis in Excel is a cross-platform package for population genetic analyses that runs within Microsoft Excel. GenAlEx offers analysis of diploid codominant, haploid and binary genetic loci and DNA sequences. Both frequency-based (F-statistics, heterozygosity, HWE, population assignment, relatedness) and distance-based (AMOVA, PCoA, Mantel tests, multivariate spatial autocorrelation) analyses are provided. New features include calculation of new estimators of population structure: G'(ST), G''(ST), Jost's D(est) and F'(ST) through AMOVA, Shannon Information analysis, linkage disequilibrium analysis for biallelic data and novel heterogeneity tests for spatial autocorrelation analysis. Export to more than 30 other data formats is provided. Teaching tutorials and expanded step-by-step output options are included. The comprehensive guide has been fully revised. GenAlEx is written in VBA and provided as a Microsoft Excel Add-in (compatible with Excel 2003, 2007, 2010 on PC; Excel 2004, 2011 on Macintosh). GenAlEx, and supporting documentation and tutorials are freely available at: http://biology.anu.edu.au/GenAlEx. rod.peakall@anu.edu.au.

A Blueprint of Pain Curriculum across Prelicensure Health Sciences Programs: One NIH Pain Consortium Center of Excellence in Pain Education (CoEPE) Experience

PubMed Central

Doorenbos, AZ; Gordon, DB; Tauben, D; Palisoc, J; Drangsholt, M; Lindhorst, T; Danielson, J; Spector, J; Ballweg, R; Vorvick, L; Loeser, JD

2013-01-01

To improve U.S. pain education and promote inter-institutional and inter-professional collaborations, the NIH Pain Consortium has funded 12 sites to develop Centers of Excellence in Pain Education (CoEPE). Each site was given the tasks of development, evaluation, integration, and promotion of pain management curriculum resources, including case studies that will be shared nationally. Collaborations among schools of medicine, dentistry, nursing, pharmacy, and others were encouraged. The John D. Loeser CoEPE is unique in that it represents extensive regionalization of health science education, in this case in the region covering the states of Washington, Wyoming, Alaska, Montana, and Idaho (WWAMI). This paper describes a blueprint of pain content and teaching methods across the University of Washington’s six health sciences schools and provides recommendations for improvement in pain education at the prelicensure level. The Schools of Dentistry and Physician Assistant provide the highest percentage of total required curriculum hours devoted to pain compared with the Schools of Medicine, Nursing, Pharmacy, and Social Work. The findings confirm paucity of pain content in health sciences curricula, missing International Association for the Study of Pain (IASP) curriculum topics, and limited use of innovative teaching methods such as problem-based and team-based learning. PMID:24094694

Techniques and Behaviors Associated with Exemplary Inpatient General Medicine Teaching: An Exploratory Qualitative Study.

PubMed

Houchens, Nathan; Harrod, Molly; Moody, Stephanie; Fowler, Karen; Saint, Sanjay

2017-07-01

Clinician educators face numerous obstacles to their joint mission of facilitating high-quality learning while also delivering patient-centered care. Such challenges necessitate increased attention to the work of exemplary clinician educators, their respective teaching approaches, and the experiences of their learners. To describe techniques and behaviors utilized by clinician educators to facilitate excellent teaching during inpatient general medicine rounds. An exploratory qualitative study of inpatient teaching conducted from 2014 to 2015. Inpatient general medicine wards in 11 US hospitals, including university-affiliated hospitals and Veterans Affairs medical centers. Participants included 12 exemplary clinician educators, 57 of their current learners, and 26 of their former learners. In-depth, semi-structured interviews of exemplary clinician educators, focus group discussions with their current and former learners, and direct observations of clinical teaching during inpatient rounds. Interview data, focus group data, and observational field notes were coded and categorized into broad, overlapping themes. Each theme elucidated a series of actions, behaviors, and approaches that exemplary clinician educators consistently demonstrated during inpatient rounds: (1) they fostered positive relationships with all team members by building rapport, which in turn created a safe learning environment; (2) they facilitated patient-centered teaching points, modeled excellent clinical exam and communication techniques, and treated patients as partners in their care; and (3) they engaged in coaching and collaboration through facilitation of discussion, effective questioning strategies, and differentiation of learning among team members with varied experience levels. This study identified consistent techniques and behaviors of excellent teaching during inpatient general medicine rounds. © 2017 Society of Hospital Medicine

Measuring and Improving the Climate for Teaching: A Multi-Year Study

ERIC Educational Resources Information Center

Lyon, Julie S.; Gettman, Hilary J.; Roberts, Scott P.; Shaw, Cynthia E.

2015-01-01

All organizations have "climates" that significantly affect their employees' performance and satisfaction. The authors posit that an academic department's "climate for teaching" (CFT)--or the the extent to which excellent teaching is rewarded, supported, and expected--has a profound impact on the experience of its instructors…

Assessing Distributed Leadership for Learning and Teaching Quality: A Multi-Institutional Study

ERIC Educational Resources Information Center

Carbone, Angela; Evans, Julia; Ross, Bella; Drew, Steve; Phelan, Liam; Lindsay, Katherine; Cottman, Caroline; Stoney, Susan; Ye, Jing

2017-01-01

Distributed leadership has been explored internationally as a leadership model that will promote and advance excellence in learning and teaching in higher education. This paper presents an assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development…

Self-Assessment of the University Teaching Staff Functions

ERIC Educational Resources Information Center

Duarte Clemente, Mariana Vilela; Ferrándiz-Vindel, Isabel-María

2012-01-01

The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our…

Choosing Excellence: National Board Certification. Q & A Guide for Teachers and Other Educators

ERIC Educational Resources Information Center

National Board for Professional Teaching Standards, 2009

2009-01-01

National Board Certification is administered by the National Board for Professional Teaching Standards, to advance the quality of teaching and learning by developing professional standards for accomplished teaching, creating a voluntary system to certify teachers who meet those standards and integrating certified teachers into educational reform…

Expert Reflections on Effective Online Instruction: Importance of Course Content

ERIC Educational Resources Information Center

Ryan, Michael; Jonick, Christine; Langub, Lee Woodham

2015-01-01

This study seeks to identify common factors that leaders in online instruction consider most critical to successful teaching and learning at a distance. A quantitative and qualitative analysis of the teaching philosophy narratives of the nominees for the "University System of Georgia Regents' Teaching Excellence Award for Online…

You Can't Teach Me: Exploring Academic Resistance to Teaching Development

ERIC Educational Resources Information Center

Deaker, Lynley; Stein, Sarah J.; Spiller, Dorothy

2016-01-01

Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive.…

Excellence in Teaching End-of-Life Care. A New Multimedia Toolkit for Nurse Educators.

ERIC Educational Resources Information Center

Wilkie, Diana J.; Judge, Kay M.; Wells, Marjorie J.; Berkley, Ila Meredith

2001-01-01

Describes a multimedia toolkit for teaching palliative care in nursing, which contains modules on end-of-life topics: comfort, connections, ethics, grief, impact, and well-being. Other contents include myths, definitions, pre- and postassessments, teaching materials, case studies, learning activities, and resources. (SK)

Music Regions and Mental Maps: Teaching Cultural Geography

ERIC Educational Resources Information Center

Shobe, Hunter; Banis, David

2010-01-01

Music informs understandings of place and is an excellent vehicle for teaching cultural geography. A study was developed of geography students' perception of where music genres predominate in the United States. Its approach, involving mental map exercises, reveals the usefulness and importance of maps as an iterative process in teaching cultural…

Promoting the advancement of minority women faculty in academic medicine: the National Centers of Excellence in Women's Health.

PubMed

Wong, E Y; Bigby, J; Kleinpeter, M; Mitchell, J; Camacho, D; Dan, A; Sarto, G

2001-01-01

Minority physicians provide care in a manner that promotes patient satisfaction and meets the needs of an increasingly diverse U.S. population. In addition, minority medical school faculty bring diverse perspectives to research and teach cross-cultural care. However, men and women of color remain underrepresented among medical school faculty, particularly in the higher ranks. National data show that although the numbers of women in medicine have increased, minority representation remains essentially static. Studying minority women faculty as a group may help to improve our understanding of barriers to diversification. Six National Centers of Excellence in Women's Health used a variety of approaches in addressing the needs of this group. Recommendations for other academic institutions include development of key diversity indicators with national benchmarks, creation of guidelines for mentoring and faculty development programs, and support for career development opportunities.

Attitude of medical students towards Early Clinical Exposure in learning endocrine physiology

PubMed Central

Sathishkumar, Solomon; Thomas, Nihal; Tharion, Elizabeth; Neelakantan, Nithya; Vyas, Rashmi

2007-01-01

Background Different teaching-learning methods have been used in teaching endocrine physiology for the medical students, so as to increase their interest and enhance their learning. This paper describes the pros and cons of the various approaches used to reinforce didactic instruction in endocrine physiology and goes on to describe the value of adding an Early Clinical Exposure program (ECE) to didactic instruction in endocrine physiology, as well as student reactions to it as an alternative approach. Discussion Various methods have been used to reinforce didactic instruction in endocrine physiology such as case-stimulated learning, problem-based learning, patient-centred learning and multiple-format sessions. We devised a teaching-learning intervention in endocrine physiology, which comprised of traditional didactic lectures, supplemented with an ECE program consisting of case based lectures and a hospital visit to see patients. A focus group discussion was conducted with the medical students and, based on the themes that emerged from it, a questionnaire was developed and administered to further enquire into the attitude of all the students towards ECE in learning endocrine physiology. The students in their feedback commented that ECE increased their interest for the subject and motivated them to read more. They also felt that ECE enhanced their understanding of endocrine physiology, enabled them to remember the subject better, contributed to their knowledge of the subject and also helped them to integrate their knowledge. Many students said that ECE increased their sensitivity toward patient problems and needs. They expressed a desire and a need for ECE to be continued in teaching endocrine physiology for future groups of students and also be extended for teaching other systems as well. The majority of the students (96.4%) in their feedback gave an overall rating of the program as good to excellent on a 5 point Likert scale. Summary The ECE program was introduced as an alternative approach to reinforce didactic instruction in endocrine physiology for the first year medical students. The study demonstrated that students clearly enjoyed the experience and perceived that it was valuable. This method could potentially be used for other basic science topics as well. PMID:17784967

Enhancement of Pyrometallurgical Teaching Using Excel Simulation Models

NASA Astrophysics Data System (ADS)

Grimsey, Eric J.

Steady state Excel models for a copper flash smelter and an iron blast furnace are used to enhance the teaching of pyrometallurgical smelting principles within a fourth year level process engineering unit delivered at the Western Australian School of Mines. A lecture/workshop approach has been adopted in which student teams undertake process simulation assignments that illustrate the multifaceted responses of process outputs to variation of inputs, the objectives being to reinforce their understanding of smelting principles. The approach has proven to be popular with students, as evidenced by the consistently high ratings the unit has received through student feedback. This paper provides an overview of the teaching approach and process models used.

Educational Outreach at CASPER

NASA Astrophysics Data System (ADS)

Hyde, Truell; Smith, Bernard; Carmona-Reyes, Jorge

2007-11-01

The CASPER Educational Outreach program with support from the Department of Education, the Department of Labor and the National Science Foundation advances physics education through a variety of avenues including CASPER's REU / RET program, High School Scholars Program, spiral curriculum development program and the CASPER Physics Circus. These programs impact K-12 teachers and students providing teachers with curriculum, supporting hands-on material and support for introducing plasma and basic physical science into the classroom. The most visible of the CASPER outreach programs is the Physics Circus, created during the 1999-2000 school year and funded since that time through two large grants from the Department of Education. The Physics Circus is part of GEAR UP Waco (Gaining Early Awareness and Readiness for Undergraduate Programs) and was originally one of 185 grants awarded nationwide by the U. S. Department of Education in 1999 to help 200,000 disadvantaged children prepare for and gain a pathway to undergraduate programs. The CASPER Physics Circus is composed of intense science explorations, physics demonstrations, hands-on interactive displays, theatrical performances, and excellent teaching experiences. Examples and efficacy data from the above will be discussed.

Building a rheumatology education academy: insights from assessment of needs during a rheumatology division retreat.

PubMed

Berman, Jessica R; Aizer, Juliet; Bass, Anne R; Cats-Baril, William L; Parrish, Edward J; Robbins, Laura; Salmon, Jane E; Paget, Stephen A

2012-06-01

To implement a rheumatology department education retreat to systematically identify and address the key factors necessary to improve medical education in our division in preparation for developing a rheumatology academy. The Hospital for Special Surgery organized a retreat for the Rheumatology Department aimed at (1) providing formal didactics and (2) assessing participants' self-reported skills and interest in education with the goal of directing this information toward formalizing improvement. In a mixed-methods study design, faculty and fellows in the Division of Rheumatology were surveyed online pre- and post-retreat regarding various aspects of the current education program, their teaching abilities, interest and time spent in teaching, divisional resources allocated, and how education is valued. Enthusiasm for teaching was high before and rose further after the retreat. Confidence in abilities was higher than expected before but fell afterward. Many noted that the lack of specific feedback on teaching skills and useful metrics to assess performance prevented the achievement of educational excellence. Most responding felt lack of time, knowledge of how to teach well, and resources prevented them from making greater commitments to educational endeavors and participating fully and effectively in the department's teaching activities. While most rheumatology faculty members want to improve as teachers, they know neither where their educational strengths and weaknesses lie nor where or how to begin to change their teaching abilities. The key elements for an academy would thus be an educational environment that elevates the quality of teaching throughout the division and promotes teaching careers and education research, and raises the importance and quality of teaching to equivalence with clinical care and research.

Testimony Presented at an Open Hearing of the National Commission on Excellence in Teacher Education (Austin, Texas, October 4-5, 1984).

ERIC Educational Resources Information Center

1984

Testimony was presented on various issues of restoring excellence to education. The following papers are included in this document: (1) "The Neglected Obligation of the Teaching Profession" (Richard Swain); (2) "Instructional Supervision for Excellence in Education" (Ben M. Harris); (3) "Competency Testing: Excellence…

Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning Summary

ERIC Educational Resources Information Center

Public Impact, 2012

2012-01-01

This brief summarizes the ways that schools and their teachers can simultaneously reach more students with excellent teaching, expand teachers' career opportunities, and sustainably fund higher pay and other priorities. This is based on Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to…

Responding to Contestation in Teaching and Learning Projects in the Centres for Excellence in Teaching and Learning in the United Kingdom

ERIC Educational Resources Information Center

Gosling, David; Turner, Rebecca

2015-01-01

Government-funded teaching and learning projects have emerged as a favoured tool of policymakers to motivate change in teaching and learning. This strategy pays limited heed to the complexity of higher education and the contradictions, tensions and conflicts that need to be negotiated to change practice. This process of negotiation creates sites…

Use of Uncertainty Reduction and Narrative Paradigm Theories in Management Consulting and Teaching: Lessons Learned

ERIC Educational Resources Information Center

Barker, Randolph T.; Gower, Kim

2009-01-01

Teaching business communication while performing professional business consulting is the perfect learning match. The bizarre but true stories from the consulting world provide excellent analogies for classroom learning, and feedback from students about the consulting experiences reaffirms the power of using stories for teaching. When discussing…

University Efficiency: Complementariness versus Trade-Off between Teaching, Research and Administrative Activities

ERIC Educational Resources Information Center

Sellers-Rubio, Ricardo; Mas-Ruiz, Francisco J.; Casado-Diaz, Ana B.

2010-01-01

University managers should be aware of the importance that efficiency has for their own universities, orientating their actions towards research and teaching excellence. This study estimates teaching and research efficiency of the different departments of a university and tests the complementariness versus trade-off between them. The results…

Leading Part-Time Teaching Staff to Achieve Excellent Teaching

ERIC Educational Resources Information Center

Kabouridis, Georgios

2011-01-01

The paper points out the significance of hourly-waged tutors to the quality of the teaching-learning procedure in Mechanical Engineering Department. Existing research shows that higher education faces many challenges in its attempt to keep pace with the needs of students' body for effective learning. The changing nature of higher education is…

Conversation with 2016 American Academy of Religion Excellence in Teaching Award Winner Joanne Maguire Robinson

ERIC Educational Resources Information Center

Robinson, Joanne Maguire; Gallagher, Eugene V.; Pui-lan, Kwok; Pearson, Thomas

2017-01-01

This conversation between the editors of "Teaching Theology and Religion" and Joanne Maguire Robinson continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, and Mary Elizabeth Mullino Moore. The exchange takes as its point of departure the teaching statement…

The Recognition of Effective Teaching in Latin America: Awards to Excellence

ERIC Educational Resources Information Center

Vaillant, Denise; Rossel, Cecilia

2012-01-01

The main goal of this article is to review recent experience of effective teaching recognition policies in Latin America. The article examines the main issues related to the recognition of teaching by summarizing experiences of awards to teachers in the region, describing their results and limitations. The article outlines the most important…

Lost in Translation: Cross-Cultural Experiences in Teaching Geo-Genealogy

ERIC Educational Resources Information Center

Longley, Paul A.; Singleton, Alex D.; Yano, Keiji; Nakaya, Tomoki

2010-01-01

This paper reports on a cross-cultural outreach activity of the current UK "Spatial Literacy in Teaching" (SPLINT) Centre of Excellence in Teaching and Learning (CETL), a past UK Economic and Social Research Council (ESRC) grant, and shared interests in family names between Japanese and UK academics. It describes a pedagogic programme…

Is Research Mediating the Relationship between Teaching Experience and Student Satisfaction?

ERIC Educational Resources Information Center

Berbegal-Mirabent, Jasmina; Mas-Machuca, Marta; Marimon, Frederic

2018-01-01

Universities must ensure that academic staff are qualified and competent for performing their job. Teaching and research are two key activities in which lecturers should excel. While some authors suggest teaching and research complement each other and positively influence student satisfaction, some others point to a rivalry effect between the two.…

Faculty awards at US colleges and schools of pharmacy.

PubMed

Kalis, Michelle M; Kirschenbaum, Harold L

2008-08-15

To determine recognition given for outstanding teaching, service, and scholarship at US colleges and schools of pharmacy, the types of awards given, and the process used to select the recipients. A self-administered questionnaire was made available online in 2006 to deans at 89 colleges and schools of pharmacy. Sixty-four usable responses (72%) were obtained. An award to acknowledge teaching excellence was most commonly reported (92%), followed by an award for adjunct/volunteer faculty/preceptors (79%). The majority of the institutions (31 out of 58) reported offering 1 teaching award annually. The 2 most common methods for selecting the recipient of the teaching award were by student vote and by college/school committee vote following nominations. Twenty-four of the 63 respondents indicated that their institution provided an award for research/scholarship and 18 offered an award for outstanding service. Teaching excellence was recognized and rewarded at most US colleges and schools of pharmacy; however, research/scholarship and service were formally recognized less frequently.

Faculty Awards at US Colleges and Schools of Pharmacy

PubMed Central

Kirschenbaum, Harold L.

2008-01-01

Objectives To determine recognition given for outstanding teaching, service, and scholarship at US colleges and schools of pharmacy, the types of awards given, and the process used to select the recipients. Methods A self-administered questionnaire was made available online in 2006 to deans at 89 colleges and schools of pharmacy. Results Sixty-four usable responses (72%) were obtained. An award to acknowledge teaching excellence was most commonly reported (92%), followed by an award for adjunct/volunteer faculty/preceptors (79%). The majority of the institutions (31 out of 58) reported offering 1 teaching award annually. The 2 most common methods for selecting the recipient of the teaching award were by student vote and by college/school committee vote following nominations. Twenty-four of the 63 respondents indicated that their institution provided an award for research/scholarship and 18 offered an award for outstanding service. Conclusions Teaching excellence was recognized and rewarded at most US colleges and schools of pharmacy; however, research/scholarship and service were formally recognized less frequently. PMID:19009732

Using the Journal Club to teach and assess competence in practice-based learning and improvement: a literature review and recommendation for implementation.

PubMed

Lee, Andrew G; Boldt, H Culver; Golnik, Karl C; Arnold, Anthony C; Oetting, Thomas A; Beaver, Hilary A; Olson, Richard J; Carter, Keith

2005-01-01

The traditional journal club has historically been used to teach residents about critically reading and reviewing the literature in order to improve patient care. The Accreditation Council for Graduate Medical Education competencies mandate requires that ophthalmology residency programs both teach and assess practice-based learning and improvement. A systematically conducted review of the literature regarding the use of the journal club in resident medical education was performed to define specific recommendations for implementation of a journal club tool. Selected best practices for a successful journal club were gleaned from the existing medical literature. These include the following: 1) the use of a structured review checklist, 2) explicit written learning objectives, and 3) a formalized meeting structure and process. The journal club might prove to be an excellent tool for the assessment of competencies like practice-based learning which may be difficult to assess by other means. Future study is necessary to determine if journal club can improve educational outcomes and promote lifelong competence in practice-based learning.

ASAS Centennial Paper: animal science teaching: a century of excellence.

PubMed

Buchanan, D S

2008-12-01

Teaching has a long and varied history in the life of departments of animal science and the American Society of Animal Science. Some of the earliest reports from meetings of the society have strong indication that planning the curriculum was a prominent feature of the meetings. Teaching symposia were also included almost from the beginning. The society went through a lengthy period from the 1940s through most of the 1960s when teaching was not a prominent focus, but a symposium in 1968 appeared to be a catalyst for change, and, since that date, teaching has again been an important part of the meetings. In recent years, outstanding symposia and contributed papers have made the teaching section a vibrant entry. Departments of animal science have changed considerably since the early days in which "men taught boys" and the primary goal was to produce farmers. More female students, more urban students, interest in a wide variety of animals, and greatly diversified career goals have been emerging during the last few decades. Departments of animal science and the American Society of Animal Science are positioning to be able to respond to change and face the challenge of providing excellence in teaching during the next century.

Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.

PubMed

Giesler, Marianne; Karsten, Gudrun; Ochsendorf, Falk; Breckwoldt, Jan

2017-01-01

Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given. Conclusions: The checklist derived from the Frankfurt Model for ensuring quality in teaching and learning can be used for quality assurance and to improve the conditions under which teaching and learning take place in medical schools.

Reviews

NASA Astrophysics Data System (ADS)

2007-07-01

WE RECOMMEND God: The Failed Hypothesis A book that applies scientific logic to the search for a creator Go with the Flow This CD-ROM proves a great resource for teaching fluids Collins GCSE Student Book for EdExcel 360 Additional Science An attractive update that will sit well in modern classrooms The Rough Guide to Climate Change This book contains a thorough study of the must-teach subject InspireData Presentation software ideal for analysing data in the field WORTH A LOOK Uncertain Science...Uncertain World A book to persuade the public that unanswered questions are not a failure of science or scientists Fisher Space Pen An interesting teaching resource and a nice bit of stationery HANDLE WITH CARE Russian Space Pen A joke gift at best—no physics here IGCSE Physics for EdExcel Dull, old-fashioned approach to teaching the new qualification WEB WATCH How news headlines can prove a valuable tool to get pupils interested in a subject

Excellence in physician assistant training through faculty development.

PubMed

Glicken, Anita Duhl

2008-11-01

Once again, experts predict a shortage of health care providers by 2020. The physician assistant (PA) profession was created in the 1960s to address a similar need. Currently, there are 141 accredited PA training programs in the United States, 75 of them established in the 10 years between 1993 and 2002. Historically, PA education and practice models have been responsive to the ever-changing landscape of health care. It may be the profession's flexibility and adaptability that has enabled it to survive and flourish in a competitive service environment. The growth of new PA programs mandates a need for continuing faculty development, as increasing numbers of educators hail primarily from clinical practice and come equipped with minimal teaching experience. PA faculty development addresses these new recruits' needs to develop model curricula, implement new courses, and enhance instruction-all with the goal of improving both access to and quality of health care.The author describes the impact of Health Resources and Service Administration Title VII, Section 747 (Title VII) contracts in addressing this need. Title VII-funded PA education projects, considered innovative at the time of implementation, included both faculty development workshops that promoted active learning of basic teaching and administrative skills and new curricula designed to enhance faculty teaching in genomics and practice management. These projects and others resulted in enduring professional resources that have not only strengthened the PA community but also enjoyed broad applicability within other health professions groups.This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

GenAlEx 6.5: genetic analysis in Excel. Population genetic software for teaching and research—an update

PubMed Central

Peakall, Rod; Smouse, Peter E.

2012-01-01

Summary: GenAlEx: Genetic Analysis in Excel is a cross-platform package for population genetic analyses that runs within Microsoft Excel. GenAlEx offers analysis of diploid codominant, haploid and binary genetic loci and DNA sequences. Both frequency-based (F-statistics, heterozygosity, HWE, population assignment, relatedness) and distance-based (AMOVA, PCoA, Mantel tests, multivariate spatial autocorrelation) analyses are provided. New features include calculation of new estimators of population structure: G′ST, G′′ST, Jost’s Dest and F′ST through AMOVA, Shannon Information analysis, linkage disequilibrium analysis for biallelic data and novel heterogeneity tests for spatial autocorrelation analysis. Export to more than 30 other data formats is provided. Teaching tutorials and expanded step-by-step output options are included. The comprehensive guide has been fully revised. Availability and implementation: GenAlEx is written in VBA and provided as a Microsoft Excel Add-in (compatible with Excel 2003, 2007, 2010 on PC; Excel 2004, 2011 on Macintosh). GenAlEx, and supporting documentation and tutorials are freely available at: http://biology.anu.edu.au/GenAlEx. Contact: rod.peakall@anu.edu.au PMID:22820204

Teaching through Mnemonics in Elementary School Classrooms

ERIC Educational Resources Information Center

Waite-McGough, Arianne

2012-01-01

Mnemonics and songs are used to help students excel and build are their knowledge in all content areas. This method of teaching and reinforcement of information helps students to commit new information to memory and continue to use this material throughout their lives. Using mnemonics is a lessons way to teach and make the classroom a unique…

Exploring Both Positive and Negative Experiences Associated with Engaging in Teaching Awards in a Higher Education Context

ERIC Educational Resources Information Center

Fitzpatrick, Mary; Moore, Sarah

2015-01-01

A coordinated, evidence-based approach to teaching awards in higher education at institutional level has developed over the past decade in Ireland. Some research has suggested that teaching awards create substantial benefits in higher education by motivating and recognising excellent teachers. However, not all of the literature favours the…

A Study of the Essence of Scholarship among Two-Year College Teaching Award Recipients

ERIC Educational Resources Information Center

Lassiter, Patricia F.

2009-01-01

Purpose. Educational leaders and faculty agree that scholarly work contributes to the quality of instruction, yet, not much is known about how scholarship is perceived by college teaching professionals who have been recognized for teaching excellence. There is minimal research to describe what constitutes the essential structure of scholarship to…

Teachers' Voices: Teachers' Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa.

ERIC Educational Resources Information Center

Probyn, Margaret

2001-01-01

Explores perceptions and practice of teachers teaching through English as an additional language (EAL) in township schools in South Africa. Lessons of five excellent teachers teaching mathematics, accounting, science, business economics, and history through EAL were videotaped, and teachers were interviewed about their perceptions of teaching…

To Think Spatially and Environmentally, Put on Your Geography Sunglasses!

ERIC Educational Resources Information Center

Jones, Mark C.

2016-01-01

Educators need to teach the geographic perspective because spatial and environmental thinking are central to understanding how the earth changes. In the more narrow interest of helping students to excel in school, it is impossible to teach students every possible example that they might encounter on an exam. How to teach perspectives and skills is…

He "Never Loomed as a Researcher": A Historical Study of Armin K. Lobeck and the Value of Excellent Teaching

ERIC Educational Resources Information Center

Mingus, Matthew D.

2015-01-01

There are obvious differences between teaching postsecondary courses during the mid-twentieth century and teaching those same courses in the twenty-first century. Today's students--particularly at two-year institutions -- are often employed full-time and must balance their course loads with "family/social commitments." The "power…

Inspirational Teaching in Higher Education: What Does It Look, Sound and Feel Like?

ERIC Educational Resources Information Center

Derounian, James G.

2017-01-01

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK Government's 2016 "Teaching Excellence Framework" TEF. The paper then moves to review the academic and practice literature in…

Enhancing Large-Class Teaching: A Systematic Comparison of Rich-Media Materials

ERIC Educational Resources Information Center

Saunders, F. C.; Hutt, I.

2015-01-01

Large cohorts (>200 students) are an ever-increasing presence in the UK higher education (HE) sector. Providing excellent teaching and learning to these large classes is an ongoing challenge for teaching faculty, a challenge intensified when the cohort comprises 85% non-native English speakers. This paper presents the findings of a project to…

Using the case-discussion method to teach epidemiology and biostatistics.

PubMed

Marantz, Paul R; Burton, William; Steiner-Grossman, Penny

2003-04-01

Medical students must learn the principles of epidemiology and biostatistics to critically evaluate the medical literature. However, this subject has traditionally been difficult to teach. In 1997 at the Albert Einstein College of Medicine, the required first-year course in epidemiology and biostatistics was revised to use the case-discussion teaching method. In preparation for the course, experienced faculty participated in an intensive, two-day training workshop. The course, taught to 163 first-year medical students, was structured in two parts: (1) three lectures complemented by a detailed syllabus, followed by a multiple-choice midterm exam; and (2) six case-discussion seminars, followed by a short answer/essay final exam. There were seven case-discussion groups with 23-24 students each. The program was evaluated using subjective faculty feedback, examination scores, and student evaluation questionnaires. Faculty noted excellent student preparation and participation. Multiple-choice exam scores were comparable to those from earlier years, and a short answer/essay exam demonstrated good student mastery of the required material. Student evaluation was overwhelmingly positive, and significantly improved from prior years of the course. Positive student evaluations of the course using this teaching method continued over the next four years; National Board of Medical Examiners examination scores indicated success in mastery of the material; and student assessment of the course improved on the AAMC Graduation Questionnaire. This favorable experience suggests that case-discussion teaching can be employed successfully in teaching principles of epidemiology and biostatistics to medical students.

uSIMPK. An Excel for Windows-based simulation program for instruction of basic pharmacokinetics principles to pharmacy students.

PubMed

Brocks, Dion R

2015-07-01

Pharmacokinetics can be a challenging topic to teach due to the complex relationships inherent between physiological parameters, mathematical descriptors and equations, and their combined impact on shaping the blood fluid concentration vs. time curves of drugs. A computer program was developed within Microsoft Excel for Windows, designed to assist in the instruction of basic pharmacokinetics within an entry-to-practice pharmacy class environment. The program is composed of a series of spreadsheets (modules) linked by Visual Basic for Applications, intended to illustrate the relationships between pharmacokinetic and in some cases physiological parameters, doses and dose rates and the drug blood fluid concentration vs. time curves. Each module is accompanied by a simulation user's guide, prompting the user to change specific independent parameters and then observe the impact of the change(s) on the drug concentration vs. time curve and on other dependent parameters. "Slider" (or "scroll") bars can be selected to readily see the effects of repeated changes on the dependencies. Topics covered include one compartment single dose administration (iv bolus, oral, short infusion), intravenous infusion, repeated doses, renal and hepatic clearance, nonlinear elimination, two compartment model, plasma protein binding and the relationship between pharmacokinetics and drug effect. The program has been used in various forms in the classroom over a number of years, with positive ratings generally being received from students for its use in the classroom. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Exploration and practice for engineering innovative talents training based on project-driven

NASA Astrophysics Data System (ADS)

Xu, Yishen; Lv, Qingsong; Ye, Yan; Wu, Maocheng; Gu, Jihua

2017-08-01

As one of the "excellent engineer education program" of the Ministry of Education and one of the characteristic majors of Jiangsu Province, the major of optoelectronic information science and engineering in Soochow University has a long history and distinctive features. In recent years, aiming to the talents training objective of "broad foundation, practiceoriented, to be creative", education and teaching reforms have been carried out, which emphasize basis of theoretical teaching, carrier of practical training, promotion of projects and discussion, and development of second class. By optimizing the teaching contents and course system of the theoretical courses, the engineering innovative talents training mode based on the project-driven has been implemented with playing a practical training carrier role and overall managing the second class teaching for cultivating students' innovative spirit and practical ability. Meanwhile, the evaluation mechanism of the students' comprehensive performance mainly based on "scores of theory test" is being gradually changed, and the activities such as scientific research, discipline competitions and social practices are playing an increasing important role in the students' comprehensive assessment. The produced achievements show that the proposed training model based on project-driven could stimulate the students' enthusiasm and initiative to participate in research activities and promote the training of students' ability of engineering practice and consciousness of innovation.

Teaching in the Private College: Critical Resource in a World of Limited Growth

ERIC Educational Resources Information Center

French, Peter L.

1974-01-01

Proposes some practical steps colleges may take to cope with the consequences of a steady-state economy (energy sources, raw materials, production costs) with special emphasis on the crucial importance of excellence in teaching. (Editor/PG)

7 CFR 3406.12 - Program application materials-teaching.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 15 2010-01-01 2010-01-01 false Program application materials-teaching. 3406.12... GRANTS PROGRAM Preparation of a Teaching Proposal § 3406.12 Program application materials—teaching... program, and the forms needed to prepare and submit teaching grant applications under the program. ...

Scientists Involved in K-12 Education

NASA Astrophysics Data System (ADS)

Robigou, V.

2004-12-01

The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping-in pre-existing programs to contribute right away without having to re-invent the wheel is a good approach. Education and outreach sessions are expanding at professional, scientific meetings such as AGU, and provide an excellent start for those in search of new educational experiences. Contacting a regional COSEE is also a very effective way to get involved.

Teach Like a Champion Field Guide: A Practical Resource to Make the 49 Techniques Your Own

ERIC Educational Resources Information Center

Lemov, Doug

2012-01-01

In his acclaimed book "Teach Like a Champion", Doug Lemov shared 49 essential techniques used by excellent teachers. In his companion Field Guide, he further explores those techniques in a practical guide. With the "Teach Like a Champion Field Guide", teachers will have an indispensable resource that complements their classroom application of…

Faculty Members' Perceptions of Community College Centers for Teaching and Learning: A Qualitative Study

ERIC Educational Resources Information Center

Frey, Sandra A.

2012-01-01

The purpose of this study was to explore faculty members' perceptions of community college Centers for Teaching and Learning (CTLs); whose main purpose is to promote, facilitate, and honor excellence in teaching and learning through the support of full-time and adjunct faculty, at all career stages. A generic qualitative study with a grounded…

A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice.

ERIC Educational Resources Information Center

Fry, Heather, Ed.; Ketteridge, Steve, Ed.; Marshall, Stephanie, Ed.

This book was written to support the excellence in teaching required to bring about learning of the highest quality. Chapters seek to offer the best practical advice in teaching, learning, and assessment, as well as references to research findings. An introductory section sets out the purpose of the book and examines the changing role and place of…

Go Tell It on the Mountain: Excellence in Teaching at Penland

ERIC Educational Resources Information Center

Bachleda, F. Lynne

2009-01-01

In this article, the author describes a four-day teaching artist workshop at North Carolina's Penland School of Crafts. Led by Dr. Madeleine R. Grumet of the University of North Carolina at Chapel Hill, participants of the seminar undertook the pleasurable job of examining the ins and outs of teaching visual art. Their morning was modeled on a…

Discrete Mathematics Re "Tooled."

ERIC Educational Resources Information Center

Grassl, Richard M.; Mingus, Tabitha T. Y.

1999-01-01

Indicates the importance of teaching discrete mathematics. Describes how the use of technology can enhance the teaching and learning of discrete mathematics. Explorations using Excel, Derive, and the TI-92 proved how preservice and inservice teachers experienced a new dimension in problem solving and discovery. (ASK)

Confessions of a Professor, nee Actor.

ERIC Educational Resources Information Center

Soenksen, Roger

Relying on key characteristics of teaching excellence documented by research in higher education, a college professor details how personal undergraduate stage-acting experience helped to develop his teaching. The following comparisons are illuminating: (1) students distinguish professors' interest and enthusiasm toward their subjects as an…

Pet teachers

NASA Astrophysics Data System (ADS)

Carlowicz, Michael

Teaching has many rewards, but the federal government thinks there should be at least a few more.The National Science Foundation and the Office of Science and Technology Policy have announced the creation of a Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. The awards, which will be bestowed upon as many as 10 individuals and 10 institutions each year, will recognize outstanding mentoring efforts or programs that enhance participation in science by underrepresented groups—particularly ethnic minorities, women, and persons with disabilities. Awardees must demonstrate an outstanding and sustained effort to guide students from any setting—K-12, undergraduate school, or graduate school—toward science careers and science literacy.

Teaching about photosynthesis with simple equipment: analysis of light-induced changes in fluorescence and reflectance of plant leaves.

PubMed

Björn, Lars Olof; Li, Shaoshan

2013-10-01

Solar energy absorbed by plants results in either reflection or absorption. The latter results in photosynthesis, fluorescence, or heat. Measurements of fluorescence changes have been used for monitoring processes associated with photosynthesis. A simple method to follow changes in leaf fluorescence and leaf reflectance associated with nonphotochemical quenching and light acclimation of leaves is described. The main equipment needed consists of a green-light emitting laser pointer, a digital camera, and a personal computer equipped with the camera acquisition software and the programs ImageJ and Excel. Otherwise, only commonly available cheap materials are required.

Texas Science Teacher Characteristics and Conceptual Understanding of Newton's Laws of Motion

NASA Astrophysics Data System (ADS)

Busby, Karin Burk

Misconceptions of Newtonian mechanics and other physical science concepts are well documented in primary and pre-service teacher populations (Burgoon, Heddle, & Duran, 2009; Allen & Coole, 2012; Kruger, Summers, & Palacio, 1990; Ginns & Watters, 1995; Trumper, 1999; Asikainen & Hirovonen, 2014). These misconceptions match the misconceptions held by students, leaving teachers ill-equipped to rectify these concepts in the classroom (Kind, 2014; Kruger et al., 1990; Cochran & Jones, 1998). Little research has been devoted to misconceptions held by in-service secondary teachers, the population responsible for teaching Newtonian mechanics. This study focuses on Texas in-service science teachers in middle school and high school science, specifically sixth grade science, seventh grade science, eighth grade science, integrated physics and chemistry, and physics teachers. This study utilizes two instruments to gauge conceptual understanding of Newton's laws of motion: the Force Concept Inventory [FCI] (Hestenes, Wells, & Swackhamer, 1992) and a custom instrument developed for the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (Urquhart, M., e-mail, April 4, 2017). Use of each instrument had its strengths and limitations. In the initial work of this study, the FCI was given to middle and high school teacher volunteers in two urban school districts in the Dallas- Fort Worth area to assess current conceptual understanding of Newtonian mechanics. Along with the FCI, each participant was asked to complete a demographic survey. Demographic data collected included participant's sex, years of service in teaching position, current teaching position, degrees, certification type, and current certifications for science education. Correlations between variables and overall average on the FCI were determined by t-tests and ANOVA tests with a post-hoc Holm-Bonferroni correction test. Test questions pertaining to each of Newton's three laws of motion were extrapolated to determine any correlations. The sample size for this study was small (n=24), requiring a second study investigate potential correlations to teacher characteristics. The second study was conducted using the 2013-2014 school year participants in the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching [TRC] (Texas Regional Collaborative for Excellence in Science and Mathematics Teaching, 2013), a statewide program led by The University of Texas at Austin Center for STEM Education (Texas Regional Collaborative for Excellence in Science and Mathematics Teaching, 2013). Participants completed a demographic survey and took the TRC Physics Assessment instrument developed for the TRC to determine current conceptual understanding of Newtonian mechanics as defined by the Texas Essential Knowledge and Skills. The TRC also collected demographic data including Texas Educational Agency region, participant's sex, years of service in teaching, current teaching position, level of highest degree earned, whether or not the participant had a STEM degree, and certification type. Correlations were determined between overall average and conceptual force questions only. The sample size was substantial (n=368) but due to time constraints in its development, the TRC Physics Assessment was unable to undergo reliability or validity testing before implementation. Test question pertaining to each of Newton's three laws of motion were extrapolated to determine any correlations. A significance value of p= 0.05 was used for all tests. Both content assessments indicated that, on average, teacher-participants had a considerable misunderstanding of Newtonian mechanics with Newton's third law questions especially difficult for the populations. Teachers' current teaching assignment was statistically significant for most tests, suggesting that high school physics teachers have more conceptual understanding of Newtonian mechanics than middle school teachers but have not necessarily mastered Newtonian mechanics. STEM majors and participant's sex were significant only for the TRC Physics Assessment. One outcome of this study is a recommendation that the Texas teacher certification process for middle school science change to include a general science test that includes physical science. Also, in-service science teachers responsible for teaching Newton's laws of motion should participate in specific professional development from a physics content educational expert to address misconceptions. Additional recommendations include that physics teachers take a mentoring role to help other teachers in physical science concepts and that middle school curriculum provide assistance to teachers for addressing misconceptions of Newton's third law.

Assessment of Spreadsheet-based Modules in a Physical Geology Course with Emphasis on the Effectiveness of the use of Excel

NASA Astrophysics Data System (ADS)

Lehto, H.; Vacher, H. L.

2013-12-01

Educators have used spreadsheets to teach math concepts for years. However, when spreadsheet-based modules began to be used to teach math and geology concepts at USF students found them difficult to use. Most often students expressed frustration that learning how to use Excel took precedence over learning the concepts presented in the modules. Was the Excel was getting in the way? To investigate this question, we placed students in Physical Geology courses into two groups: one group was given a set of modules that instructed them to use Excel for their calculations, while the modules given to the other group simple instructed them to do the calculations but they were not told what method to use. Our expectation was that students in the Non-Excel group would be less frustrated and thus attain a higher level of learning of the concepts presented in the modules. However, our results show that students had high gains for both the math and geology concepts presented in the modules whether Excel was used or not. We also tested the students' attitudes about the modules and the knowledge they gained and found that overall students were comfortable with the math and geology concepts presented in the modules, and most felt that the modules were worth their time; however they did not wish to complete any more modules. The only observed difference in gains was that students in the course led by the author of the modules had larger gains in knowledge versus those in the course led by another instructor. This difference may have been the result of differences in teaching style, such as the module author's mention and linking of the modules with lecture materials throughout the course. We believe that spreadsheet-based modules are a good tool for teaching math and geology concepts, as overall the students were confident in their new knowledge. We also found that the use of Excel within the module did not affect the learning outcomes. The one downside of this study was that after completing the modules the students did not wish to do any more, which may have to do with a strong tendency towards math avoidance.

An evaluation of a paediatric radiation oncology teaching programme incorporating a SCORPIO teaching model.

PubMed

Ahern, Verity; Klein, Linda; Bentvelzen, Adam; Garlan, Karen; Jeffery, Heather

2011-04-01

Many radiation oncology registrars have no exposure to paediatrics during their training. To address this, the Paediatric Special Interest Group of the Royal Australian and New Zealand College of Radiologists has convened a biennial teaching course since 1997. The 2009 course incorporated the use of a Structured, Clinical, Objective-Referenced, Problem-orientated, Integrated and Organized (SCORPIO) teaching model for small group tutorials. This study evaluates whether the paediatric radiation oncology curriculum can be adapted to the SCORPIO teaching model and to evaluate the revised course from the registrars' perspective. Teaching and learning resources included a pre-course reading list, a lecture series programme and a SCORPIO workshop. Three evaluation instruments were developed: an overall Course Evaluation Survey for all participants, a SCORPIO Workshop Survey for registrars and a Teacher's SCORPIO Workshop Survey. Forty-five radiation oncology registrars, 14 radiation therapists and five paediatric oncology registrars attended. Seventy-three per cent (47/64) of all participants completed the Course Evaluation Survey and 95% (38/40) of registrars completed the SCORPIO Workshop Survey. All teachers completed the Teacher's SCORPIO Survey (10/10). The overall educational experience was rated as good or excellent by 93% (43/47) of respondents. Ratings of satisfaction with lecture sessions were predominantly good or excellent. Registrars gave the SCORPIO workshop high ratings on each of 10 aspects of quality, with 82% allocating an excellent rating overall for the SCORPIO activity. Both registrars and teachers recommended more time for the SCORPIO stations. The 2009 course met the educational needs of the radiation oncology registrars and the SCORPIO workshop was a highly valued educational component. © 2011 The Authors. Journal of Medical Imaging and Radiation Oncology © 2011 The Royal Australian and New Zealand College of Radiologists.

Teaching physics using Microsoft Excel

NASA Astrophysics Data System (ADS)

Uddin, Zaheer; Ahsanuddin, Muhammad; Khan, Danish Ahmed

2017-09-01

Excel is both ubiquitous and easily understandable. Most people from every walk of life know how to use MS office and Excel spreadsheets. Students are also familiar with spreadsheets. Most students know how to use spreadsheets for data analysis. Besides basic use of Excel, some important aspects of spreadsheets are highlighted in this article. MS Excel can be used to visualize effects of various parameters in a physical system. It can be used as a simulating tool; simulation of wind data has been done through spreadsheets in this study. Examples of Lissajous figures and a damped harmonic oscillator are presented in this article.

Design and Delivery of Professional Development Through Partnerships: Long-Term, Short-Term, and Everything In-Between

NASA Astrophysics Data System (ADS)

Urquhart, M. L.; Curry, B.; Hairston, M. R.

2009-12-01

Professional development for teachers can take a variety of forms, each with unique challenges and needs. At the University of Texas at Dallas (UTD), we have leveraged partnerships between multiple groups including the Masters of Arts in Teaching program in Science Education, the joint US Air Force/NASA CINDI mission, an ionospheric explorer built at UTD, and the UTD Regional Collaborative for Excellence in Science Teaching. Each effort models, and in the case of the later two has created, inquiry-based lessons around Earth-systems science. A space science mission, currently in low Earth orbit aboard the Air Force satellite C/NOFS, provides real world connections to classroom science, scientific data and visualizations, and funding to support delivery of professional development in short courses and workshops at teacher conferences. Workshops and short course in turn often serve to recruit teachers into our longer-term programs. Long-term professional development programs such as the Collaborative provide opportunities to test curriculum and teacher learning, an interface to high-quality sustained efforts within talented communities of teachers, and much more. From the birth of our CINDI Educational Outreach program to the Collaborative project that produced geoscience kit-based modules and associated professional development adopted throughout the state of Texas, we will share highlights of our major professional development initiatives and how our partnerships have enabled us to better serve the needs of K-12 teachers expected to deliver geoscience and space science content in their classrooms.

Dynamic Graphics in Excel for Teaching Statistics: Understanding the Probability Density Function

ERIC Educational Resources Information Center

Coll-Serrano, Vicente; Blasco-Blasco, Olga; Alvarez-Jareno, Jose A.

2011-01-01

In this article, we show a dynamic graphic in Excel that is used to introduce an important concept in our subject, Statistics I: the probability density function. This interactive graphic seeks to facilitate conceptual understanding of the main aspects analysed by the learners.

Limitations of Using Microsoft Excel Version 2016 (MS Excel 2016) for Statistical Analysis for Medical Research.

PubMed

Tanavalee, Chotetawan; Luksanapruksa, Panya; Singhatanadgige, Weerasak

2016-06-01

Microsoft Excel (MS Excel) is a commonly used program for data collection and statistical analysis in biomedical research. However, this program has many limitations, including fewer functions that can be used for analysis and a limited number of total cells compared with dedicated statistical programs. MS Excel cannot complete analyses with blank cells, and cells must be selected manually for analysis. In addition, it requires multiple steps of data transformation and formulas to plot survival analysis graphs, among others. The Megastat add-on program, which will be supported by MS Excel 2016 soon, would eliminate some limitations of using statistic formulas within MS Excel.

Educational Development at a Moderate-sized University.

ERIC Educational Resources Information Center

Shucard, Alan R.

1978-01-01

One approach to institutional renewal and faculty development uses a teaching resource center run by and for faculty members, as illustrated in this article by the Center for Teaching Excellence at the University of Wisconsin-Parkside. It has improved instruction and raised faculty morale. (Author/LBH)

Teaching on the Internet.

ERIC Educational Resources Information Center

Kubala, Tom

1998-01-01

Discusses Internet graduate teaching experiences at the University of Central Florida and explores the pros and cons of online instruction. Describes Internet courses as asynchronous, allowing students to participate at any time and place. States that faculty must be excellent teachers, able to translate their styles into effective,…

Teaching Bird Identification & Vocabulary with Twitter

ERIC Educational Resources Information Center

Hallman, Tyler A.; Robinson, W. Douglas

2015-01-01

Species identification is essential to biology, conservation, and management. The ability to focus on specific diagnostic characteristics of a species helps improve the speed and accuracy of identification. Birds are excellent subjects for teaching species identification because, in combination with their different shapes and sizes, their plumages…

Teaching the Crisis Management/Communication Course.

ERIC Educational Resources Information Center

Coombs, W. Timothy

2001-01-01

Argues that a course or unit in crisis management/communication is an excellent way of teaching public relations theory, management concepts, information management, problem solving, and communication management. Identifies course objectives, discusses main topics and student evaluation, and concludes with advice and a list of readings. (SR)

Building a visionary astrophysics program from the ground up

NASA Astrophysics Data System (ADS)

Mathews, Geoffrey S.; Barnes, Joshua Edward; Coleman, Paul; Gal, Roy R.; Meech, Karen J.; Mendez, Roberto Hugo; Nassir, Michael A.; Sanders, David B.

2015-08-01

The University of Hawaii’s Institute for Astronomy is in the process of implementing a new Bachelor of Science in Astrophysics at UH Manoa. This requires a significant adjustment in the role of the IfA, which has long been at the forefront of modern astronomy in Hawaii and is now broadening its educational mission. The IfA’s history of excellence in research and access to observational resources are expected to draw students from around the nation and the world. These factors have inspired our programmatic focus culminating in a senior year research experience. We expect that the program will produce many undergraduate astrophysics majors, making it an ideal testbed to apply modern theories of learning to the teaching of astrophysics. We have explicitly designed the major around three pillars: physical theory, the application of physics to astrophysical phenomena, and the development of core observational astronomy skills. We describe our cooperative approach to developing a program-level curriculum map of key concepts and skills, as well as descriptors of student success throughout the program. These are central tools for course design, program assessment, and professional development.

[Training in iterative hypothesis testing as part of psychiatric education. A randomized study].

PubMed

Lampen-Imkamp, S; Alte, C; Sipos, V; Kordon, A; Hohagen, F; Schweiger, U; Kahl, K G

2012-01-01

The improvement of medical education is at the center of efforts to reform the studies of medicine. Furthermore, an excellent teaching program for students is a quality feature of medical universities. Besides teaching of disease-specific contents, the acquisition of interpersonal and decision-making skills is important. However, the cognitive style of senior physicians leading to a diagnosis cannot easily be taught. Therefore, the following study aimed at examining whether specific training in iterative hypothesis testing (IHT) may improve the correctness of the diagnostic process. Seventy-one medical students in their 9th-11th terms were randomized to medical teaching as usual or to IHT training for 4 weeks. The intervention group received specific training according to the method of IHT. All students were examined by a multiple choice (MC) exam and additionally by simulated patients (SP). The SPs were instructed to represent either a patient with depression and comorbid anxiety and substance use disorder (SP1) or to represent a patient with depression, obsessive-compulsive disorder and acute suicidal tendencies (SP2). All students identified the diagnosis of major depression in the SPs, but IHT-trained students recognized more diagnostic criteria. Furthermore, IHT-trained students recognized acute suicide tendencies in SP2 more often and identified more comorbid psychiatric disorders. The results of the MC exam were comparable in both groups. An analysis of the satisfaction with the different training programs revealed that the IHT training received a better appraisal. Our results point to the role of IHT in teaching diagnostic skills. However, the results of the MC exam were not influenced by IHT training. Furthermore, our results show that students are in need of training in practical clinical skills.

Career development for the clinician-educator. Optimizing impact and maximizing success.

PubMed

Roberts, David H; Schwartzstein, Richard M; Weinberger, Steven E

2014-02-01

Health care professionals in pulmonary, critical care, and sleep medicine play key roles as teachers for learners of all levels in both clinical care and scientific investigation. Teaching excellence requires training in principles of adult learning and the acquisition and practice of key professional skills including assessment and feedback techniques, curriculum development, and strategies for effective teaching across venues ranging from the bedside to the lecture hall. Those interested in pursuing teaching as the focus of their academic career and basis for promotion should invest in professional development as a teacher and educator. Professional development activities include obtaining additional training as a teacher in dedicated medical education fellowships or serving as a peer observer or being observed by a fellow teacher. Numerous additional options for training as a teacher and educator are now available including resource repositories, continuing medical education courses, and online training modules. Those with an interest in medical education research may benefit from enrollment in masters or other advanced degree programs focused on the qualitative and quantitative methods and other key research skills. Aspiring clinician-educators should also seek out opportunities to participate in a community of medical educators locally, regionally, nationally, and internationally. At each of these levels, there exist opportunities to contribute to course or program design, development, and evaluation. Finally, for those interested in promotion as an academic clinician-educator, there are increasing requirements to produce academic scholarship ranging from curricular materials to journal articles focused on education and education research.

Academic career development in geriatric fellowship training.

PubMed

Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

2007-12-01

Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

Use of Video Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Allen, Keith D.; Wallace, Dustin P.; Renes, Diana; Bowen, Scott L.; Burke, Ray V.

2010-01-01

As part of a collaborative project between a University Center for Excellence in Developmental Disabilities and a local private business, we examined the effects of video modeling to teach vocational skills to four adolescents and young adults with Autism Spectrum Disorders. Video modeling was used to teach the participants to wear a WalkAround[R]…

Compulsory Higher Education Teacher Training in Sweden: Development of a National Standards Framework Based on the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Lindberg-Sand, Asa; Sonesson, Anders

2008-01-01

Today visible proofs of excellence in teaching and learning are increasingly important aspects of institutional branding in higher education (HE). Teaching competence is brought forward as a central aspect of the quality of programmes. Still, the induction of new university teachers is managed in many different ways. Approaches may vary according…

Excellence in clinical teaching: knowledge transformation and development required.

PubMed

Irby, David M

2014-08-01

Clinical teachers in medicine face the daunting task of mastering the many domains of knowledge needed for practice and teaching. The breadth and complexity of this knowledge continue to increase, as does the difficulty of transforming the knowledge into concepts that are understandable to learners. Properly targeted faculty development has the potential to expedite the knowledge transformation process for clinical teachers. Based on my own research in clinical teaching and faculty development, as well as the work of others, I describe the unique forms of clinical teacher knowledge, the transformation of that knowledge for teaching purposes and implications for faculty development. The following forms of knowledge for clinical teaching in medicine need to be mastered and transformed: (i) knowledge of medicine and patients; (ii) knowledge of context; (iii) knowledge of pedagogy and learners, and (iv) knowledge integrated into teaching scripts. This knowledge is employed and conveyed through the parallel processes of clinical reasoning and clinical instructional reasoning. Faculty development can facilitate this knowledge transformation process by: (i) examining, deconstructing and practising new teaching scripts; (ii) focusing on foundational concepts; (iii) demonstrating knowledge-in-use, and (iv) creating a supportive organisational climate for clinical teaching. To become an excellent clinical teacher in medicine requires the transformation of multiple forms of knowledge for teaching purposes. These domains of knowledge allow clinical teachers to provide tailored instruction to learners at varying levels in the context of fast-paced and demanding clinical practice. Faculty development can facilitate this knowledge transformation process. © 2014 John Wiley & Sons Ltd.

Creating Cultures of Excellence: Strategies and Outcomes

ERIC Educational Resources Information Center

Mintrom, Michael

2014-01-01

Research findings on effective support for learning, the development of expertise, and the psychology of success suggest that the pursuit of excellence is teachable. Within the emerging field of research and practice termed "the scholarship of teaching and learning," considerable effort has been made to document the practices of teachers…

Diversity and Excellence in Higher Education: Is There a Conflict?

ERIC Educational Resources Information Center

Ghosh, Ratna

2012-01-01

In her teaching, research, and community activities in Canada, the author has repeatedly confronted questions regarding equality, diversity, and power. In this article, the author discusses diversity and equal opportunity to achieve excellence in education. Reflecting on these issues should help everyone to understand the complexities involved in…

An Excel-Aided Method for Teaching Calculus-Based Business Mathematics

ERIC Educational Resources Information Center

Liang, Jiajuan; Martin, Linda

2008-01-01

Calculus-based business mathematics is a required quantitative course for undergraduate business students in most AACSB accredited schools or colleges of business. Many business students, however, have relatively weak mathematical background or even display math-phobia when presented with calculus problems. Because of the popularity of Excel, its…

Putting the Value in Teacher Evaluation

ERIC Educational Resources Information Center

Culbertson, Jason

2012-01-01

Managed and supported by the National Institute for Excellence in Teaching (NIET), TAP: The System for Teacher and Student Advancement was introduced in 1999 to attract, motivate, and retain talent in teaching by providing opportunities for career advancement, professional development, evaluation, and performance-based compensation. Each of TAP's…

Undergraduate Education: Seeking the Golden Mean.

ERIC Educational Resources Information Center

Brand, Myles

1992-01-01

It is not research and undergraduate teaching that are in conflict, but how we perceive and value those activities and organize our institutions to reflect those attitudes. Remedies include renewing faculty and graduate student commitment to home campuses, appropriate evaluation and rewards for excellence in teaching, and institutional…

Catalog of Exemplary Projects, 1985-86.

ERIC Educational Resources Information Center

Virginia Community Coll. System, Sterling. Inst. for Instructional Excellence.

Brief descriptions are provided of 39 activities funded through the Virginia Community College Institute for Instructional Excellence, including efforts to adapt and/or modify a teaching practice developed by a colleague or documented in the literature (funded by Adapter Grants), to develop and implement innovative teaching practices (funded by…

Student Observations of Outstanding Teaching: Implications for Marketing Educators

ERIC Educational Resources Information Center

Faranda, William T.; Clarke, Irvine, III

2004-01-01

In this article, the authors heed the call to explore the attributes of an outstanding professor "by conducting in-depth interviews with students." The study reveals five predominant themes (rapport, delivery, fairness, knowledge and credibility, organization, and preparation) of teaching excellence, as perceived by students, through…

Teaching Excellence in the Disciplines

ERIC Educational Resources Information Center

Abbas, Andrea; Abbas, Joan; Brayman, Kira; Brennan, John; Gantogtokh, Orkhon

2016-01-01

Higher education within the UK has expanded significantly over recent decades and is now characterised by considerable diversity in its institutional forms, in the content of its courses, and in the backgrounds, aspirations and destinations of its students. An extensive literature has identified HE pedagogies, including teaching practices and…

Foreign Language Learning in Sweden.

ERIC Educational Resources Information Center

Orpet, Brian R.

1984-01-01

Describes a visit made to Sweden to ascertain why Swedish citizens speak such excellent English. Motivation was a key factor. Describes observations of the methods of teaching English as a second language in Swedish schools. Makes recommendations for foreign language teaching in Great Britain based on these observations. (SED)

Teaching Mineralogy, Petrology and Geochemistry in the 21st Century: Instructional Resources for Geoscience Faculty

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Beane, R. J.; Whitney, D. L.; Nicolaysen, K. E.; Panero, W. R.; Peck, W. H.

2011-12-01

Mineralogy, petrology and geochemistry (MPG) are pillars of the geoscience curriculum because of their relevance in interpreting Earth history and processes, application to geo-hazards, resources, and environmental issues, and contributions to emerging fields such as geology and human health. To keep faculty current in scientific advances in these fields, and in modern instructional methods, the On the Cutting Edge program convened a workshop at the University of Minnesota in August, 2011. This workshop builds on the previous 15 year's work that has been focused on identifying, aggregating, and developing high-quality collections of teaching activities and related resources, and in building a community of scholars in support of excellence in instruction in MPG courses. The goals of the workshop were to: a) develop an integrated, comprehensive and reviewed curriculum for MPG courses, and to seek ways to make connections with the larger geoscience curriculum; b) to explore emerging topics in MPG such as geobiology and climate change; c) demonstrate effective methods in teaching MPG in the context of Earth system science; d) share effective teaching activities and strategies for the classroom, laboratory and field including advances in pedagogy, assessments and research on learning; e) keep faculty current on recent advances in mineralogy, petrology and geochemistry research and to apply these findings to our teaching; f) explore and utilize current societal and global issues that intersect mineralogy, petrology and geochemistry to heighten the relevancy of course content for students; and h) meet colleagues and foster future teaching and research collaborations. A significant outcome of this workshop is a peer reviewed of collection of 300+ existing teaching activities, and a gap analysis to identify teaching activities needed to make these collections comprehensive and coherent. In addition, a series of thematic collections were developed to assist high priority areas of teaching MPG (e.g. MPG in Introductory Geoscience Courses-Beyond "Rocks in a Box"; thermobarometry programs). All demonstrations and presentations made at the workshop are accessible from the workshop webpage, including a wide variety of active learning exercises and demonstrations of modern computer applications (e.g. SHAPE, ATOMS, CrystalMaker, MELTS, Theriak-Domino, Perplex, TWQ, Google Earth and Gigapans, and PHREEQC). A post-workshop field trip to the Precambrian rocks of northern Minnesota focused on effective teaching and learning in the field. We encourage the geoscience community to use these online resources, and please consider contributing additional teaching activities and resources to these collections.

Dental education and evidence-based educational best practices: bridging the great divide.

PubMed

Masella, Richard S; Thompson, Thomas J

2004-12-01

Research about educational best practices is negatively perceived by many dental faculty. Separation between teaching and learning strategies commonly employed in dental education and evidence-based educational techniques is real and caused by a variety of factors: the often incomprehensible jargon of educational specialists; traditional academic dominance of research, publication, and grantsmanship in faculty promotions; institutional undervaluing of teaching and the educational process; and departmentalization of dental school governance with resultant narrowness of academic vision. Clinician-dentists hired as dental school faculty may model teaching activities on decades-old personal experiences, ignoring recent educational evidence and the academic culture. Dentistry's twin internal weaknesses--factionalism and parochialism--contribute to academic resistance to change and unwillingness to share power. Dental accreditation is a powerful impetus toward inclusion of best teaching and learning evidence in dental education. This article will describe how the gap between traditional educational strategies and research-based practices can be reduced by several approaches including dental schools' promotion of learning cultures that encourage and reward faculty who earn advanced degrees in education, regular evaluation of teaching by peers and educational consultants with inclusion of the results of these evaluations in promotion and tenure committee deliberations, creating tangible reward systems to recognize and encourage teaching excellence, and basing faculty development programs on adult learning principles. Leadership development should be part of faculty enrichment, as effective administration is essential to dental school mission fulfillment. Finally, faculty who investigate the effectiveness of educational techniques need to make their research more available by publishing it, more understandable by reducing educational jargon, and more relevant to the day-to-day teaching issues that dental school faculty encounter in classrooms, labs, and clinics.

A plea for the use of drawing in human anatomy teaching.

PubMed

Clavert, Philippe; Bouchaïb, J; Duparc, F; Kahn, J L

2012-10-01

Descriptive human anatomy constitutes one of the main parts of the educational program of the first part of the medical studies. Professors of anatomy have to take into account the exponential evolution of the techniques of morphological and functional exploration of the patients, and the trend to open more and more the contents of the lectures of anatomy to clinical considerations. Basically, teaching requires a series of descriptive and educational media to set up, in front of the student, the studied structures and so to build the human body. More generally, lectures in morphological sciences try to develop three types of knowledge: declarative, procedural, and conditional. Traditionally in France "basic or first" anatomy is taught in amphitheater and in big groups by building each structure or region on a blackboard with colored chalk that allows a relief stake of certain structures and builds in two dimensions a three-dimensional organization. Actually, the blackboard is and stays for us an excellent media of non-verbal expression.

Teaching with Speeches: A Black Teacher Who Uses the Mathematics Classroom to Prepare Students for Life

ERIC Educational Resources Information Center

Johnson, Whitney; Nyamekye, Farhaana; Chazan, Daniel; Rosenthal, Bill

2013-01-01

Background/Context: Teachers in urban schools are sometimes seen as a large part of the problem with such schools. They are often spoken of as not knowing the content they need to know to teach, and they are not seen as committed to excellence or to reform-minded teaching; therefore, they are not seen as a resource for school improvement.…

Career transition and dental school faculty development program.

PubMed

Hicks, Jeffery L; Hendricson, William D; Partida, Mary N; Rugh, John D; Littlefield, John H; Jacks, Mary E

2013-11-01

Academic dentistry, as a career track, is not attracting sufficient numbers of new recruits to maintain a corps of skilled dental educators. The Faculty Development Program (FDP) at the University of Texas Health Science Center at San Antonio Dental School received federal funds to institute a 7-component program to enhance faculty recruitment and retention and provide training in skills associated with success in academics including:(1) a Teaching Excellence and Academic Skills (TExAS)Fellowship, (2) training in research methodology,evidence-based practice research, and information management, (3) an annual dental hygiene faculty development workshop for dental hygiene faculty, (4) a Teaching Honors Program and Academic Dental Careers Fellowship to cultivate students' interest in educational careers, (5) an Interprofessional Primary Care Rotation,(6) advanced education support toward a master's degree in public health, and (7) a key focus of the entire FDP, an annual Career Transition Workshop to facilitate movement from the practice arena to the educational arm of the profession.The Career Transition Workshop is a cap stone for the FDP; its goal is to build a bridge from practice to academic environment. It will provide guidance for private practice, public health, and military dentists and hygienists considering a career transition into academic dentistry. Topics will be addressed including: academic culture, preparation for the academic environment,academic responsibilities, terms of employment,compensation and benefits, career planning, and job search / interviewing. Instructors for the workshop will include dental school faculty who have transitioned from the practice, military, and public health sectors into dental education.Objectives of the Overall Faculty Development Program:• Provide training in teaching and research skills,career planning, and leadership in order to address faculty shortages in dental schools and under representation of minority faculty.• Provide resident and faculty training in cultural and linguistic competency.• Develop and conduct a collaborative inter professional education project with a Pediatric Medicine department, a nursing school, and other health professions' education programs.• Provide faculty and residents with financial support to pursue a master's degree in public health; and • Provide support and assistance for dental practitioners desiring to explore a transition into the educational environment.

Cisco Networking Academy Program for high school students: Formative & summative evaluation

NASA Astrophysics Data System (ADS)

Cranford-Wesley, Deanne

This study examined the effectiveness of the Cisco Network Technology Program in enhancing students' technology skills as measured by classroom strategies, student motivation, student attitude, and student learning. Qualitative and quantitative methods were utilized to determine the effectiveness of this program. The study focused on two 11th grade classrooms at Hamtramck High School. Hamtramck, an inner-city community located in Detroit, is racially and ethnically diverse. The majority of students speak English as a second language; more than 20 languages are represented in the school district. More than 70% of the students are considered to be economically at risk. Few students have computers at home, and their access to the few computers at school is limited. Purposive sampling was conducted for this study. The sample consisted of 40 students, all of whom were trained in Cisco Networking Technologies. The researcher examined viable learning strategies in teaching a Cisco Networking class that focused on a web-based approach. Findings revealed that the Cisco Networking Academy Program was an excellent vehicle for teaching networking skills and, therefore, helping to enhance computer skills for the participating students. However, only a limited number of students were able to participate in the program, due to limited computer labs and lack of qualified teaching personnel. In addition, the cumbersome technical language posed an obstacle to students' success in networking. Laboratory assignments were preferred by 90% of the students over lecture and PowerPoint presentations. Practical applications, lab projects, interactive assignments, PowerPoint presentations, lectures, discussions, readings, research, and assessment all helped to increase student learning and proficiency and to enrich the classroom experience. Classroom strategies are crucial to student success in the networking program. Equipment must be updated and utilized to ensure that students are applying practical skills to networking concepts. The results also suggested a high level of motivation and retention in student participants. Students in both classes scored 80% proficiency on the Achievement Motivation Profile Assessment. The identified standard proficiency score was 70%, and both classes exceeded the standard.

Residency Program Directors' View on the Value of Teaching.

PubMed

Korte, Catherine; Smith, Andrew; Pace, Heather

2016-08-01

There is no standardization for teaching activities or a requirement for residency programs to offer specific teaching programs to pharmacy residents. This study will determine the perceived value of providing teaching opportunities to postgraduate year 1 (PGY-1) pharmacy residents in the perspective of the residency program director. The study will also identify the features, depth, and breadth of the teaching experiences afforded to PGY-1 pharmacy residents. A 20-question survey was distributed electronically to 868 American Society of Health-System Pharmacists-accredited PGY-1 residency program directors. The survey was completed by 322 program directors. Developing pharmacy educators was found to be highly valued by 57% of the program directors. Advertisement of teaching opportunities was found to be statistically significant when comparing program directors with a high perceived value for providing teaching opportunities to program demographics. Statistically significant differences were identified associating development of a teaching portfolio, evaluation of Advanced Pharmacy Practice Experiences students, and delivery of didactic lectures with program directors who highly value developing pharmacy educators. Future residency candidates interested in teaching or a career in academia may utilize these findings to identify programs that are more likely to value developing pharmacy educators. The implementation of a standardized teaching experience among all programs may be difficult. © The Author(s) 2015.

Teaching Function and Practice Thinking of Psychological Movies

ERIC Educational Resources Information Center

Wu, Weidong

2010-01-01

Psychology teaching was implemented in virtue of excellent psychological movies, which not only could help to stimulate students' interest, and make the abstract theory concretion and visualization, but also provide the scenes similar to the reality for students' learning with attempts to improve their learning achievement. However, as for the…

Teaching Technical Skills through Play.

ERIC Educational Resources Information Center

Gullion, Laurie

The value of light-hearted play in teaching technical recreational sport skills is immense. Children as well as adults can learn more quickly and completely with a games-oriented approach. Often without realizing the hidden goal of excellent skiing or paddling, participants respond to intriguing tasks in a game, immerse themselves in good…

Elementary Classroom Management. A Handbook of Excellence in Teaching.

ERIC Educational Resources Information Center

Charles, C. M.

Described as differing from most books about teaching, this handbook deals with what teachers identify as their greatest concerns. These concerns are uniformly matters of classroom management (such as discipline, time, pressure, effectiveness, and working with parents). The first chapter of the handbook, which provides an overview of classroom…

School Principals' Perspectives on the Passport to Teaching

ERIC Educational Resources Information Center

Glazerman, Steven; Tuttle, Christina; Baxter, Gail

2006-01-01

States vary in the degree to which they require prospective teachers to complete coursework, accumulate student teaching experience, and perform on written examinations before they are granted entry into the classroom. In recent years, the American Board for Certification of Teacher Excellence (ABCTE) has devised a primarily examination-based…

Patterns of Excellence: Policy Perspectives on Diversity in Teaching and School Leadership.

ERIC Educational Resources Information Center

Fenwick, Leslie T.

While the nation's public school population is growing in racial/ethnic, cultural, and linguistic diversity, the teaching force is not. This shortage of minority teachers results from declining or static minority college enrollment, inadequate precollegiate academic preparation, certification barriers to the profession, and dwindling interest of…

Teaching Field Biology with Photography

ERIC Educational Resources Information Center

Jenkins, Ronald L.; Howell, W. Mike; Davenport, L. J.; Wood, Linda F.

2003-01-01

Photography makes an easy and excellent tool for teaching field biology courses, allowing students to study nature without harming it. This photographic technique is used in capturing images of vertebrates, invertebrates, and plants during class field trips, then making these images available for students to identify and study from a departmental…

Using Group Performances to Demonstrate Concepts in Large Biology Classes

ERIC Educational Resources Information Center

Wellnitz, Todd

2006-01-01

While a voluminous lecture hall can present obstacles to effective teaching and learning, large classrooms containing more than 100 students also present teaching opportunities. The lecture hall offers an excellent arena for demonstrating concepts that lend themselves to demonstrations and something this author refers to as "group performances."…

Online Resources for Teaching Shakespeare. ERIC Digest.

ERIC Educational Resources Information Center

Stoicheva, Mila

To assist educators in effectively teaching the works of such a critical author as William Shakespeare, this Digest identifies and describes some of the most significant and useful online resources. The digest notes that the sites were chosen on the basis of their technical excellence, purpose, content, authorship, and general usefulness for…

Using Children's Literature To Build Literacy: A Cooperative Learning Approach.

ERIC Educational Resources Information Center

Love, Fannye E.; And Others

When teaching beginning reading, the use of certain children's stories, called predictable books, can yield higher reading comprehension skills, provide excellent practice for sight words, and teach good oral reading skills. A nurturing classroom environment is an important component of an effective beginning reading curriculum. An effective…

Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

ERIC Educational Resources Information Center

Averill, Robin; Harvey, Roger

2010-01-01

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

Fostering K-12 Inquiry-based Lesson Development on Regional Water Resource Issues in Los Angeles Urban Schools through the NSF UCLA SEE-LA GK-12 program

NASA Astrophysics Data System (ADS)

Hogue, T. S.; Burke, M. P.; Thulsirag, V.; Daniel, J.; Moldwin, M.; Nonacs, P.

2010-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/ ) partners UCLA faculty and graduate students (fellows) with urban middle and high school science teachers and their students to foster programs of science and engineering exploration that bring the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at four partner schools to integrate inquiry-based science lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop inquiry-based lessons in their partner classroom. During the first two years of the project, the SEE-LA fellows have developed a range of inquiry-based activities, from invertebrate observations in an urban stream system, to water and home energy consumption surveys, to a school biodiversity investigation, to a school-wide alternative energy fair, to engineering the cleanup of environmental disasters, such as the recent oil spill in the Gulf of Mexico. Several of the current fellows have dissertation research in water resource related fields and are specifically integrating lessons specific to their research into their partner classrooms, including urban stream water quality, post-fire watershed behavior, beach water quality assessment and E. coli source tracking. This presentation will provide an overview of goals of the SEE-LA GK-12 program, development of inquiry-based water resource lessons and resulting engagement in the partner classrooms. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication and teaching skills while also contributing significantly to the integration of science education into K-12 curriculum.

In Brief: Revitalizing Earth science education

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-12-01

A 5-year, $3.9-million U.S. National Science Foundation Math Science Partnership grant to Michigan Technological University (MTU), in Houghton, aims to improve instruction in middle-school Earth and space science courses. The program will enable geoscience and education researchers to work with middle-school science teachers to test strategies designed to reform science, technology, engineering, and math (STEM) education. Project lead researcher Bill Rose said the project could be a template for improvement in STEM throughout the United States. Rose, one of seven MTU faculty members involved with the Michigan Institute for Teaching Excellence Program (MITEP), said the project is ``trying to do something constructive to attract more talented young people to advanced science, math, and technology.'' The project includes data collection and analysis overseen by an evaluation team from the Colorado School of Mines. Also participating in the project are scientists from Grand Valley State University, Allendale, Mich.; the Grand Rapids (Mich.) Area Pre-College Engineering Program; the American Geological Institute; and the U.S. National Park Service.

Teaching Laboratory Management Principles and Practices Through Mentorship and Graduated Responsibility: The Assistant Medical Directorship.

PubMed

Hanley, Timothy; Sowder, Aleksandra M; Palmer, Cheryl Ann; Weiss, Ronald L

2016-01-01

With the changing landscape of medicine in general, and pathology in particular, a greater emphasis is being placed on laboratory management as a means of controlling spiraling medical costs and improving health-care efficiency. To meet this challenge, pathology residency programs have begun to incorporate formal laboratory management training into their curricula, using institutional curricula and/or online laboratory management courses offered by professional organizations. At the University of Utah, and its affiliated national reference laboratory, ARUP Laboratories, Inc, interested residents are able to supplement the departmental lecture-based and online laboratory management curriculum by participating in assistant medical directorship programs in one of several pathology subspecialty disciplines. The goals of many of the assistant medical directorship positions include the development of laboratory management skills and competencies. A survey of current and recent assistant medical directorship participants revealed that the assistant medical directorship program serves as an excellent means of improving laboratory management skills, as well as improving performance as a fellow and practicing pathologist.

The Excellence of Play. Second Edition

ERIC Educational Resources Information Center

Moyles, Janet, Ed.

2005-01-01

This second edition of "The Excellence of Play" encapsulates all of the many changes that have taken place in early childhood in the last decade. It examines the vital importance of play as a tool for learning and teaching for children and practitioners, supporting all those who work in early childhood education and care in developing and…

An Opportunity Culture for Teaching and Learning: Introduction

ERIC Educational Resources Information Center

Public Impact, 2015

2015-01-01

For excellent teachers and those aspiring to excellence, and for administrative or education policy leaders, this brief provides an overview of how an Opportunity Culture can help teachers have the well-paid, empowered profession they deserve--while helping many more students succeed. [For the full report, see ED560179; for the summary, see…

A Culture-Focused Study with Accomplished Black Educators on Pedagogical Excellence for African American Children

ERIC Educational Resources Information Center

Acosta, Melanie M.

2013-01-01

To address the pedagogical needs of African American learners, some educational researchers have rejected the seductive tendency to document damage, but rather intentionally showcase excellence in Black education. They have studied highly successful teachers of African American students, their teaching practices, beliefs, and self-efficacy. What…

An Excel[TM] Model of a Radioactive Series

ERIC Educational Resources Information Center

Andrews, D. G. H.

2009-01-01

A computer model of the decay of a radioactive series, written in Visual Basic in Excel[TM], is presented. The model is based on the random selection of cells in an array. The results compare well with the theoretical equations. The model is a useful tool in teaching this aspect of radioactivity. (Contains 4 figures.)

An Institution in Search of Excellence: Lessons Learnt

ERIC Educational Resources Information Center

Hashim, Fatimah; Awang, Halimah

2005-01-01

This is a report of the strategies adopted by the University of Malaya (UM), Malaysia, to address the issues and complexities involved in its search for excellence in teaching and learning, research and service. The story is told how the university sought accreditation through the International Standards Organisation (ISO) and how by uniting their…

The FACET Report. Toward 2001: An Odyssey of Excellence.

ERIC Educational Resources Information Center

Saint Petersburg Junior Coll., FL.

In 1989, the Focus on Access, Community, and Excellence in Teaching (FACET) Commission was created at St. Petersburg Junior College (SPJC) to develop recommendations to guide the college into the 21st century. The Commission's work plan included the definition of SPJC's educational standards; open hearings to solicit ideas from students, faculty,…

Games-Based Learning as an Interdisciplinary Approach to Literacy across Curriculum for Excellence

ERIC Educational Resources Information Center

O'Donnell, Hugh

2015-01-01

Literacy remains an area of concern in early secondary education in Scotland (ages 12-14), with recent research suggesting a continued decline in attainment levels. As literacy underpins learning, interdisciplinary and collaborative approaches to teaching literacy are now being emphasized through the new Curriculum for Excellence that aims to…

The Development of Scotland's Curriculum for Excellence: Amnesia and Deja Vu

ERIC Educational Resources Information Center

Priestley, Mark; Humes, Walter

2010-01-01

Scotland's new "Curriculum for Excellence" (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development,…

Using Excel in Teacher Education for Sustainability

ERIC Educational Resources Information Center

Aydin, Serhat

2016-01-01

In this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective…

The Manipulation of Scholarly Rating and Measurement Systems: Constructing Excellence in an Era of Academic Stardom

ERIC Educational Resources Information Center

Oravec, Jo Ann

2017-01-01

Higher education institutions are joining many other social entities in shifting how participants are evaluated; work is undergoing increasing analysis through metrics, big data analytics, and related methodologies. As applications of academic metrics expand, new formulations of what is considered as "excellence" in teaching and research…

An Analysis of the Working Memories of Expert Sport Instructors

ERIC Educational Resources Information Center

McCullick, Bryan; Schempp, Paul; Hsu, Shan-Hui; Jung, Jin Hong; Vickers, Brad; Schuknecht, Greg

2006-01-01

A distinguishing characteristic of expert teachers appears to be an excellent memory (Berliner, 1986; Tan, 1997). Possessing an excellent memory aids experts in building a substantial knowledge base relative to teaching and learning. Despite its importance, the memory skills of expert teachers have yet to be investigated. Therefore, the purpose of…

An Investigation of Teaching and Learning Programs in Pharmacy Education

PubMed Central

Baia, Patricia

2016-01-01

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members. PMID:27293226

An Investigation of Teaching and Learning Programs in Pharmacy Education.

PubMed

Strang, Aimee F; Baia, Patricia

2016-05-25

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015. Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

Instruction in teaching and teaching opportunities for residents in US dermatology programs: Results of a national survey.

PubMed

Burgin, Susan; Homayounfar, Gelareh; Newman, Lori R; Sullivan, Amy

2017-04-01

Dermatology residents routinely teach junior co-residents and medical students. Despite the importance of teaching skills for a successful academic career, no formal teaching instruction programs for dermatology residents have been described to our knowledge, and the extent of teaching opportunities for dermatology residents is unknown. We sought to describe the range of teaching opportunities and instruction available to dermatology residents and to assess the need for additional teaching training from the perspective of dermatology residency program directors nationwide. A questionnaire was administered to 113 US dermatology residency program directors or their designees. Descriptive statistics were used to analyze questionnaire item responses. The response rate was 55% (62/113). All program directors reported that their residents teach; 59% (33/56) reported offering trainees teaching instruction; 11% (7/62) of programs offered a short-term series of formal sessions on teaching; and 7% (4/62) offered ongoing, longitudinal training. Most program directors (74%, 40/54) believed that their residents would benefit from more teaching instruction. Response rate and responder bias are potential limitations. Dermatology residents teach in a broad range of settings, over half receive some teaching instruction, and most dermatology residency program directors perceive a need for additional training for residents as teachers. Copyright © 2016 American Academy of Dermatology, Inc. Published by Elsevier Inc. All rights reserved.

The Advanced Trauma Operative Management course--a two student to one faculty model.

PubMed

Ali, Jameel; Sorvari, Anne; Henry, Sharon; Kortbeek, John; Tremblay, Lorraine

2013-09-01

The internationally recognized Advanced Trauma Operative Management (ATOM) course uses a 1:1 student-to-faculty teaching model. This study examines a two student to one faculty ATOM teaching model. We randomly assigned 16 residents to four experienced ATOM faculty members. Half started with the one-student model and the other half with the two-student model and then switched using the same faculty. Students and faculty completed forms on the educational value of the two models (1 = very poor; 2 = poor; 3 = average; 4 = good; and 5 = excellent) and identified educational preferences and recommendations. We assigned educational values for the 13 procedures as follows: All faculty rated the one-student model as excellent; six members rated the two-student model as excellent, and seven as good. Students rated 50%-75% as excellent and 12%-44% as good for the two-student model, and 56%-81% as excellent and 12%-44% as good for the one-student model. Given resource constraints, all faculty and 88% of students preferred the two-student model. With no resource constraints, 75% of students and 50% of faculty chose the two-student model. All faculty and students rated both models "acceptable." Overall, 81% of students and 50% of faculty rated the two-student model better. All faculty members recommended that the models be optional; 94% of students recommended that they be either optional (50%) or a two-student model (44%). Performing or assisting on each procedure twice was considered an advantage of the two-student model. The two-student teaching model was acceptable and generally preferred in this study. With appropriately trained faculty and students, the two-student model is feasible and should result in less animal usage and possibly wider promulgation. Copyright © 2013 Elsevier Inc. All rights reserved.

Cognitive dissonance experienced by nurse practitioner faculty.

PubMed

Fontenot, Holly B; Hawkins, Joellen W; Weiss, Josie A

2012-08-01

The purpose of this study was to explicate the concept of cognitive dissonance as experienced and reported by nurse practitioner (NP) faculty members. Responses from NP faculty members to an online survey about their experiences with cognitive dissonance. The respondents detailed their experiences with cognitive dissonance, citing differences between expectations for which they are rewarded and those for which they are paid. Expecting all faculty members to excel in practice, research, teaching, and service may create unrealistic workloads for NP faculty members. Examining expectations and considering creation of a clinical track for faculty who practice may be options administrators of NP programs might explore. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

Curriculum Redesign in Veterinary Medicine: Part II.

PubMed

Macik, Maria L; Chaney, Kristin P; Turner, Jacqueline S; Rogers, Kenita S; Scallan, Elizabeth M; Korich, Jodi A; Fowler, Debra; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. On a larger scale, a comprehensive redesign effort involves forming a dedicated faculty redesign team, developing program learning outcomes, mapping the existing curriculum, and reviewing the curriculum in light of collected stakeholder data. The faculty of the Texas A&M University College of Veterinary Medicine & Biomedical Sciences (TAMU) recently embarked on a comprehensive curriculum redesign effort through partnership with the university's Center for Teaching Excellence. Using a previously developed evidence-based model of program redesign, TAMU created a process for use in veterinary medical education, which is described in detail in the first part of this article series. An additional component of the redesign process that is understated, yet vital for success, is faculty buy-in and support. Without faculty engagement, implementation of data-driven curricular changes stemming from program evaluation may be challenging. This second part of the article series describes the methodology for encouraging faculty engagement through the final steps of the redesign initiative and the lessons learned by TAMU through the redesign process.

Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program

NASA Astrophysics Data System (ADS)

Hemler, Debra A.

1997-11-01

The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green Bank model. Student teachers who had initiated research in their classrooms had fewer concerns about doing them than those that had not. No significant change was measured in their perceptions of science and science teaching. The RETP project serves as a viable constructivist model for exposing preservice teachers to science research and transferring that experience to the classroom.

WWC Review of the Report "The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The 2013 study, "The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Programs," examined whether students taught by teachers in the "Teach for America" ("TFA") and "The New Teacher Project Teaching Fellows" ("Teaching Fellows") programs had greater…

District Awards for Teacher Excellence (D.A.T.E.) Program: Year One Evaluation Report. Policy Evaluation Report. [Executive Summary

ERIC Educational Resources Information Center

Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Taylor, Lori L.; Lopez, Omar S.; Ghoshdastidar, Bonnie; Peng, Art

2010-01-01

The District Awards for Teacher Excellence's (D.A.T.E.'s) first year of implementation in 2008-09 occurred at a time when Texas was operating several state-funded performance pay programs. The three-year Governor's Educator Excellence Grant (G.E.E.G.) program was coming to its expected completion, while the Texas Educator Excellence Grant…

The Governance of Organizational Learning: Empirical Evidence from Best-Practice Universities in Germany

ERIC Educational Resources Information Center

Lauer, Sabine; Wilkesmann, Uwe

2017-01-01

Purpose: The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching. Consequently, the "transformational" strategies of best practices that have been used by German universities to achieve teaching excellence are interpreted as…

Practical Magic: On the Front Lines of Teaching Excellence.

ERIC Educational Resources Information Center

Roueche, John E.; Milliron, Mark D.; Roueche, Susanne D.

This report is intended to remind those involved in the teaching and learning enterprise that the business of education is complex and involves an intricate interplay among individuals, organizations, and diverse life situations. The report focuses specifically on teachers and the perspectives they bring to the discourse on education. The book…

Integrating the Social Teaching of the Church into Catholic Schools: Conversations in Excellence 2000.

ERIC Educational Resources Information Center

Cimino, Carol, Ed.; Haney, Regina M., Ed.; O'Keefe, Joseph M., Ed.

This collection of essays deals with the integration of the social teaching of the Catholic Church into Catholic schools. The collection contains the following chapters: (1) "Focus of SPICE 2000: How To Integrate Jubilee Justice into Schools throughout the Millennium" (Carol Cimino; Regina Haney; Joseph O'Keefe); (2) "Model…

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

ERIC Educational Resources Information Center

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

2002-01-01

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

It Shall Not Return to Me Void: Teaching Religious Content to Individuals with Cognitive Disability

ERIC Educational Resources Information Center

Iguchi, Carolyn M.

2010-01-01

This research is an exploratory qualitative investigation into the challenges of teaching religious material to individuals with cognitive disabilities. The study setting was a single large evangelical Christian church known for excellence in ministry to individuals with disabilities and their families. The following issues were explored: (a)…

Uncle Sam Wants You: Looking for a Few Good Teachers.

ERIC Educational Resources Information Center

Della-Piana, Connie Kubo; Blake, Sally; Lopez, Jorge; Hurley, Sandra

This paper discusses the need for qualified teachers in specific areas, examining factors that motivate students to choose to teach (e.g., desire to work with people, value to society, and family influence). The Partnership for Excellence in Teacher Education promotes reform in science and mathematics teaching and learning in regard to preparing…

Using ESSA to Put Teaching and Learning First

ERIC Educational Resources Information Center

Hirsh, Stephanie

2017-01-01

Parents, educators, advocates, and state policymakers alike want excellence in teaching and learning every day for every educator and student. The Every Student Succeeds Act (ESSA) gives states renewed authority as well as leverage to make this vision a reality. The role of state boards of education in this process cannot be underestimated. State…

Putting the Pieces in Place: Charlotte-Mecklenburg Public Schools' Teacher Evaluation System

ERIC Educational Resources Information Center

Curtis, Rachel

2012-01-01

The first two goals of "Teaching Our Way to the Top, the Charlotte-Mecklenburg Public Schools" (CMS) Strategic Plan 2014,--Effective Teaching and Leadership and Performance Management--make clear that the district's top two priorities are ensuring excellent instruction districtwide and creating a performance culture organized on the…

Motivating Students for Excellence. The Best of ERIC on Educational Management, Number 73.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Educational Management, Eugene, OR.

The first 2 of the 12 publications reviewed in this annotated bibliography use Abraham Maslow's hierarchy of needs to address problems, respectively, of teaching composition and of motivating students by teaching them how to set goals, formulate goal-achievement strategies, and successfully implement their plans. Subsequent reports suggest ways of…

Creating and Working with Control Charts in Excel

ERIC Educational Resources Information Center

Schikora, Paul F.

2017-01-01

With the growth in distance education offerings, instructors who now teach quantitative material via the web have been faced with many challenges. Foremost has been the need to develop appropriate methods for teaching such material to students who are not physically in the classroom. Methodologies that have traditionally been taught in a highly…

What Mathematics Do High School Teachers Need to Know?

ERIC Educational Resources Information Center

Gilbert, Michael J.; Coomes, Jacqueline

2010-01-01

Erin has been teaching at Centennial High School for five years. Always an excellent mathematics student, she is nonetheless surprised at the amount of mathematics she has learned since she began teaching. She recently assigned what she thought was a fairly straightforward proportional reasoning task, only to be challenged to understand the…

Incorporating a Quality and Innovation Culture in Daily Teaching

ERIC Educational Resources Information Center

Ibañez, Francisco; Plaza, Inmaculada; Igual, Raul; Medrano, Carlos; Arcega, Francisco

2017-01-01

Quality and excellence are requirements that Society demands from universities. However, several questions arise in the real-world application of these concepts: How can they be incorporated into the classrooms or laboratories? What is the proper way to create a quality and innovation culture in daily teaching? In order to answer to these…

Effective Teaching Strategies for Gifted/Learning-Disabled Students with Spatial Strengths

ERIC Educational Resources Information Center

Mann, Rebecca L.

2006-01-01

This study sought to determine effective teaching strategies for use with high-ability students who have spatial strengths and sequential weaknesses. Gifted students with spatial strengths and weak verbal skills often struggle in the traditional classroom. Their learning style enables them to grasp complex systems and excel at higher levels of…

A Stream Runs through IT: Using Streaming Video to Teach Information Technology

ERIC Educational Resources Information Center

Nicholson, Jennifer; Nicholson, Darren B.

2010-01-01

Purpose: The purpose of this paper is to report student and faculty perceptions from an introductory management information systems course that uses multimedia, specifically streaming video, as a vehicle for teaching students skills in Microsoft Excel and Access. Design/methodology/approach: Student perceptions are captured via a qualitative…

Text & Teaching: The Search for Human Excellence.

ERIC Educational Resources Information Center

Collins, Michael J., Ed.; Ambrosio, Francis J., Ed.

This volume contains 13 essays by distinguished scholars and public figures on texts that influenced them to act wisely and justly in their personal and professional lives. These essays were originally given at two Symposia on Text and Teaching at Georgetown University. The participants and their subjects are as follows: (1) Edmund D. Pellegrino…

Get Your First-Time Singers to Sing Well

ERIC Educational Resources Information Center

Packwood, Gary

2005-01-01

First-time singers present excellent opportunities for choral directors to fine-tune their teaching by truly working with beginners. In this article, the author discusses how beginning singers learn to sing well. Despite the unique challenges and various musical backgrounds of these students, if choral directors can teach them the basics of…

Professional Development Amid Change: Fostering Academic Excellence and Faculty Productivity at Teaching-Intensive Universities

ERIC Educational Resources Information Center

Carney, Mary A.; Ng, Laura E; Cooper, Tom

2016-01-01

The future of faculty development rests, in part, on forming guided "communities of practice" to foster the Scholarship of Teaching and Learning (SoTL), which may enhance both scholarly productivity and pedagogical effectiveness. This article will discuss University of North Georgia's SoTL Academy, which bridges geographic and scheduling…

Strategies for Keeping Papers Organized.

ERIC Educational Resources Information Center

Dwyer, Edward J.

1989-01-01

The amount of paperwork in teaching often seems overwhelming. This being the case, organization is essential for effective teaching. Several ideas for dealing with paper flow are useful. Box file folders or durable plastic file cases, plus an ample supply of file folders, are excellent for storing papers. Papers used in a particular class can be…

Juegos y Diversiones. (Games Collected and Adapted to Teach Spanish to Children.)

ERIC Educational Resources Information Center

Marquez, Nancy, Ed.; And Others

Games, both from the folklore heritage of children in Spanish-speaking countries and those created in the classroom, are excellent ways to teach language to children because they accomplish their language goals while entertaining and involving the children, often physically. Most games, because they are rigidly patterned and repetitious, are…

Teaching-skills training programs for family medicine residents: systematic review of formats, content, and effects of existing programs.

PubMed

Lacasse, Miriam; Ratnapalan, Savithiri

2009-09-01

To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs' effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are needed to stimulate development of adapted programs for the discipline. Future research should also assess how residents' teaching-skills training can affect their learners' clinical training and eventually patient care.

Report on the Partnership for Excellence in Teacher Education: An NSF Funded Project (NSF DUE-9343612).

ERIC Educational Resources Information Center

Blake, Sally; Tchoshanov, Mourat; Della-Piana, Connie Kubo; Pacheco, Arturo; Brady, Tom

2001-01-01

Reports on the Partnership for Excellence in Teacher Education (PETE), an NSF-funded project to promote reform in mathematics and science teacher preparation that features the redesign of teacher preparation to reflect current research on learning and teaching. Concludes that new tools of technology have the potential for enhancing education but…

Teaching Simulation and Computer-Aided Separation Optimization in Liquid Chromatography by Means of Illustrative Microsoft Excel Spreadsheets

ERIC Educational Resources Information Center

Fasoula, S.; Nikitas, P.; Pappa-Louisi, A.

2017-01-01

A series of Microsoft Excel spreadsheets were developed to simulate the process of separation optimization under isocratic and simple gradient conditions. The optimization procedure is performed in a stepwise fashion using simple macros for an automatic application of this approach. The proposed optimization approach involves modeling of the peak…

Exploring the Relationship between the Ventures for Excellence Teacher StyleProfile Data and Teacher Performance

ERIC Educational Resources Information Center

Nelson, Barry

2013-01-01

The purpose of this study was to determine if a commercial teacher selection tool, the Ventures for Excellence Teacher StyleProfile, had a statistically significant relationship with teacher evaluation and performance feedback data gathered during a teacher's first year of teaching in the Midwest School District. A review of the literature…

Teaching a Holistic, Harmonious and Internal Motivational Concept of Excellence to Promote Olympic Ideals, Health and Well-Being for All

ERIC Educational Resources Information Center

Papaioannou, Athanasios G.

2017-01-01

Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle's philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students' motivation for physical activity, health and well-being are presented. While modern motivational theories and…

Curricula for teaching clinical practice guidelines in US psychiatry residency and child and adolescent fellowship programs: a survey study.

PubMed

Bannister, Elizabeth; Nakonezny, Paul; Byerly, Matthew

2014-04-01

To determine the characteristics of curricula for teaching the content of clinical practice guidelines (CPGs) in psychiatric residency and child and adolescent fellowship programs as well as to determine if and how the learning of CPG content is applied in clinical care settings. We conducted a national online survey of directors of general psychiatry residency and child and adolescent fellowship programs in the USA. The survey questionnaire included 13 brief questions about the characteristics used to teach CPGs in the programs, as well as two demographic questions about each program and director. Descriptive statistics were reported for each questionnaire item by program classification (i.e., child and adolescent vs. general psychiatry). The survey response rate was 49.8% (146 out of 293). Just 23% of programs reported having written goals and objectives related to teaching CPGs. The most frequently taught aspect of CPGs was their content (72% of programs). Didactic sessions were the most frequently employed teaching strategy (79% of programs). Regarding the application of CPG learning in treatment care settings, just 16% of programs applied algorithms in care settings, and 15% performed evaluations to determine consistency between CPG recommendations and care delivery. Only 8% of programs utilized audit and feedback to residents about their adherence to CPGs. Faculty time constraints and insufficient interest were the leading barriers (39% and 33% of programs, respectively) to CPG teaching, although 38% reported no barriers. However, child and adolescent programs less commonly identified insufficient interest among faculty as a barrier to teaching CPGs compared to general programs (20% vs. 43%). Moreover, compared to general programs, child and adolescent fellowship programs taught more aspects of CPGs, used more educational activities to teach the content of specific CPGs, and used more methods to evaluate the teaching of CPGs. Although the majority of programs provided some teaching of CPGs, the rigorousness of the teaching approaches was limited, especially attempts to evaluate the extent and effectiveness of their use in clinical care. Child and adolescent fellowship programs provided more extensive teaching and evaluation related to CPGs.

Student evaluations of teaching: teaching quantitative courses can be hazardous to one’s career

PubMed Central

Smibert, Dylan

2017-01-01

Anonymous student evaluations of teaching (SETs) are used by colleges and universities to measure teaching effectiveness and to make decisions about faculty hiring, firing, re-appointment, promotion, tenure, and merit pay. Although numerous studies have found that SETs correlate with various teaching effectiveness irrelevant factors (TEIFs) such as subject, class size, and grading standards, it has been argued that such correlations are small and do not undermine the validity of SETs as measures of professors’ teaching effectiveness. However, previous research has generally used inappropriate parametric statistics and effect sizes to examine and to evaluate the significance of TEIFs on personnel decisions. Accordingly, we examined the influence of quantitative vs. non-quantitative courses on SET ratings and SET based personnel decisions using 14,872 publicly posted class evaluations where each evaluation represents a summary of SET ratings provided by individual students responding in each class. In total, 325,538 individual student evaluations from a US mid-size university contributed to theses class evaluations. The results demonstrate that class subject (math vs. English) is strongly associated with SET ratings, has a substantial impact on professors being labeled satisfactory vs. unsatisfactory and excellent vs. non-excellent, and the impact varies substantially depending on the criteria used to classify professors as satisfactory vs. unsatisfactory. Professors teaching quantitative courses are far more likely not to receive tenure, promotion, and/or merit pay when their performance is evaluated against common standards. PMID:28503380

Student evaluations of teaching: teaching quantitative courses can be hazardous to one's career.

PubMed

Uttl, Bob; Smibert, Dylan

2017-01-01

Anonymous student evaluations of teaching (SETs) are used by colleges and universities to measure teaching effectiveness and to make decisions about faculty hiring, firing, re-appointment, promotion, tenure, and merit pay. Although numerous studies have found that SETs correlate with various teaching effectiveness irrelevant factors (TEIFs) such as subject, class size, and grading standards, it has been argued that such correlations are small and do not undermine the validity of SETs as measures of professors' teaching effectiveness. However, previous research has generally used inappropriate parametric statistics and effect sizes to examine and to evaluate the significance of TEIFs on personnel decisions. Accordingly, we examined the influence of quantitative vs. non-quantitative courses on SET ratings and SET based personnel decisions using 14,872 publicly posted class evaluations where each evaluation represents a summary of SET ratings provided by individual students responding in each class. In total, 325,538 individual student evaluations from a US mid-size university contributed to theses class evaluations. The results demonstrate that class subject (math vs. English) is strongly associated with SET ratings, has a substantial impact on professors being labeled satisfactory vs. unsatisfactory and excellent vs. non-excellent, and the impact varies substantially depending on the criteria used to classify professors as satisfactory vs. unsatisfactory. Professors teaching quantitative courses are far more likely not to receive tenure, promotion, and/or merit pay when their performance is evaluated against common standards.

SU-E-T-602: Patient-Specific Online Dose Verification Based On Transmission Detector Measurements

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

Thoelking, J; Yuvaraj, S; Jens, F

Purpose: Intensity modulated radiotherapy requires a comprehensive quality assurance program in general and ideally independent verification of dose delivery. Since conventional 2D detector arrays allow only pre-treatment verification, there is a debate concerning the need of online dose verification. This study presents the clinical performance, including dosimetric plan verification in 2D as well as in 3D and the error detection abilities of a new transmission detector (TD) for online dose verification of 6MV photon beam. Methods: To validate the dosimetric performance of the new device, dose reconstruction based on TD measurements were compared to a conventional pre-treatment verification method (reference)more » and treatment planning system (TPS) for 18 IMRT and VMAT treatment plans. Furthermore, dose reconstruction inside the patient based on TD read-out was evaluated by comparing various dose volume indices and 3D gamma evaluations against independent dose computation and TPS. To investigate the sensitivity of the new device, different types of systematic and random errors for leaf positions and linac output were introduced in IMRT treatment sequences. Results: The 2D gamma index evaluation of transmission detector based dose reconstruction showed an excellent agreement for all IMRT and VMAT plans compared to reference measurements (99.3±1.2)% and TPS (99.1±0.7)%. Good agreement was also obtained for 3D dose reconstruction based on TD read-out compared to dose computation (mean gamma value of PTV = 0.27±0.04). Only a minimal dose underestimation within the target volume was observed when analyzing DVH indices (<1%). Positional errors in leaf banks larger than 1mm and errors in linac output larger than 2% could clearly identified with the TD. Conclusion: Since 2D and 3D evaluations for all IMRT and VMAT treatment plans were in excellent agreement with reference measurements and dose computation, the new TD is suitable to qualify for routine treatment plan verification. Funding Support, Disclosures, and Conflict of Interest: COIs: Frank Lohr: Elekta: research grant, travel grants, teaching honoraria IBA: research grant, travel grants, teaching honoraria, advisory board C-Rad: board honoraria, travel grants Frederik Wenz: Elekta: research grant, teaching honoraria, consultant, advisory board Zeiss: research grant, teaching honoraria, patent Hansjoerg Wertz: Elekta: research grant, teaching honoraria IBA: research grant.« less

U.S. Military Nurses’ Experience of Coming Home after Iraq & Afghanistan

DTIC Science & Technology

2015-05-01

Nursing Competencies and Practice: Patient outcomes Quality and safety Translate research into practice/evidence-based practice Clinical excellence...warrior Care for all entrusted to our care Nursing Competencies and Practice: Patient outcomes Quality and safety Translate research into...teach it for you to learn anything…they teach it to check the block…‘yes we did it’.” “My biggest beef is that they don’t teach it for you to learn

A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences

ERIC Educational Resources Information Center

Katz, Laura A.; Aloisio, Kathryn M.; Horton, Nicholas J.; Ly, Minh; Pruss, Sara; Queeney, Kate; Rowen, Cate; DiBartolo, Patricia Marten

2017-01-01

Created to foster inclusive excellence, Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared…

34 CFR 686.4 - Institutional participation.

Code of Federal Regulations, 2012 CFR

2012-07-01

... participate in the TEACH Grant program. (b) If an institution begins participation in the TEACH Grant program... subsequent payment period. (c) If an institution ceases to participate in the TEACH Grant program or becomes ineligible to participate in the TEACH Grant program during an award year, a student who was attending the...

34 CFR 686.4 - Institutional participation.

Code of Federal Regulations, 2014 CFR

2014-07-01

... participate in the TEACH Grant program. (b) If an institution begins participation in the TEACH Grant program... subsequent payment period. (c) If an institution ceases to participate in the TEACH Grant program or becomes ineligible to participate in the TEACH Grant program during an award year, a student who was attending the...

34 CFR 686.4 - Institutional participation.

Code of Federal Regulations, 2013 CFR

2013-07-01

... participate in the TEACH Grant program. (b) If an institution begins participation in the TEACH Grant program... subsequent payment period. (c) If an institution ceases to participate in the TEACH Grant program or becomes ineligible to participate in the TEACH Grant program during an award year, a student who was attending the...

Leadership in Canadian urology: what is the right stuff?

PubMed

Robinson, Michael; Macneily, Andrew; Afshar, Kourosh; McInnes, Colin; Lennox, Peter; Carr, Nicholas; Skarlicki, Daniel; Masterson, John; Arneja, Jugpal

2013-01-01

There are little data characterizing leadership roles within Canadian Urology. The importance of these positions in urology underscores the need for further investigation to provide insight for recruitment, development, and success. All Canadian Urology Program Directors and Division/Department Heads were invited to complete an online leadership survey as part of a larger national cohort from 11 other surgical specialties. Response rate was 62% (13/21), the majority of whom were Caucasian (77%) and male (92%). Only 8% of respondents in urology hold an advanced degree compared with 45% in other specialties. Additional leadership training was done by 54% of the respondents. Residency was completed in Canada by 92%, but 62% completed fellowships abroad. A majority reported no well-defined job description for their role (54%). The top responsibility reported by leaders was mentoring residents (67%), followed by advising staff (62%). Excellence in patient care and teaching were seen as the most important professional characteristics, whereas integrity was the personal quality felt most important. Leaders reported 17% of their income came from their leadership role, equivalent to the time required for position duties (19%). "Time management" was listed as the greatest challenge faced (54%). Leadership style was reported as "democratic" by 92%. Leaders in urology most often self-rated their leadership skills lower than leaders from other surgical specialties (7 vs 8/10). Positions of leadership in urology are disproportionately represented by Caucasian males and comparatively few hold relevant advanced degrees. Excellence in the areas of teaching and patient care, and high personal integrity are felt to be the most important characteristics for success. Time management issues are viewed as the greatest challenge. These preliminary data may prove useful for the mentoring, recruitment, and success of future leaders in our specialty. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Response to science education reforms: The case of three science education doctoral programs in the United States

NASA Astrophysics Data System (ADS)

Gwekwerere, Yovita Netsai

Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question who 'all students' refers to and what science literacy means for learners with diverse cultural, linguistic or economic backgrounds. Faculty members' views significantly influence the nature and content of the courses as well as the program focus. It was also shown that a relationship exists between faculty views and the views of their doctoral students and recent graduates. In general, faculty exhibited narrower and more in-depth views about issues they consider being important in the field of science education, than doctoral students and recent graduates. External funding is critical in doctoral studies as it enables faculty to enact their visions of achieving science literacy for all. The study provides some implications for practice, policy and research. In order to achieve both equity and excellence in science teaching, there is need for dialogue among science educators to enable them to address issues of equity more effectively than at present. If doctoral programs are to continue preparing graduates who can address important issues in the field, there is need for external funding for specific research programs.

Evaluation of a teaching strategy based on integration of clinical subjects, virtual autopsy, pathology museum, and digital microscopy for medical students.

PubMed

Diaz-Perez, Julio A; Raju, Sharat; Echeverri, Jorge H

2014-01-01

Learning pathology is fundamental for a successful medical practice. In recent years, medical education has undergone a profound transformation toward the development of an integrated curriculum incorporating both basic science and clinical material. Simultaneously, there has been a shift from a magisterial teaching approach to one centered around problem-based learning. Now-a-days, informatics tools are expected to help better implement these strategies. We applied and evaluated a new teaching method based on an active combination of clinical problems, gross pathology, histopathology, and autopsy pathology, all given through informatics tools, to teach a group of medical students at the Universidad de Santander, Colombia. Ninety-four medical students were followed in two consecutive semesters. Students were randomized to receive teaching either through traditional methodology or through the new integrated approach. There was no significant difference between the intervention group and the control group at baseline. At the end of the study, the scores in the intervention group were significantly higher compared to the control group (3.91/5.0 vs. 3.33/5.0, P = 0.0008). Students and tutors endorsed the benefits of the integrated approach. Participants were very satisfied with this training approach and rated the program an 8.7 out of 10, on average. This study confirms that an integrated curriculum utilizing informatics systems provides an excellent opportunity to associate pathology with clinical medicine early in training of medical students. This can be possible with the use of virtual microscopy and digital imaging.

Achieving Teaching and Learning Excellence with Technology

ERIC Educational Resources Information Center

Marcoux, Elizabeth; Loertscher, David V.

2009-01-01

Since the very first introduction of a Commodore Pet, TRS 80, and the Apple II microcomputers beginning in 1977, billions of dollars have been spent chasing a dream about the effect of technology on teaching and learning. Now, educators face the second decade of the 21st Century with seemingly unlimited ways technology can influence what people…

Promoting Great Teaching. 1982 Institute on Staff Development Proceedings (Austin, Texas, May 25-28, 1982).

ERIC Educational Resources Information Center

Baker, George A.; And Others

Full texts and abstracts of conference presentations are provided in the proceedings of the 1982 National Institute for Staff and Organizational Development conference held to celebrate and promote teaching excellence in the community college. After an introduction to the conference and its theme by George A. Baker, K. Patricia Cross, in a…

Cross National Comparisons of Excellence in University Mathematics Instructors

ERIC Educational Resources Information Center

Grant, Frida

2014-01-01

Mathematicians have, historically, not been overly successful in their approach to teaching and much research has looked in to why this is so. Teaching mathematics is based on a solid understanding of the subject; however, instructors also need to be able to efficiently communicate the subject to their students. The purpose of this study was to…

Teaching Beer's Law and Absorption Spectrophotometry with a Smart Phone: A Substantially Simplified Protocol

ERIC Educational Resources Information Center

Kuntzleman, Thomas S.; Jacobson, Erik C.

2016-01-01

A very simple protocol for teaching Beer's Law and absorption spectrophotometry using a smart phone is described. Materials commonly found in high school chemistry laboratories or even around the house may be used. Data collection and analysis is quick and easy. Despite the simple nature of the experiment, excellent results can be achieved.

Impact of Case-Based Lectures on Students' Performance in Vascular Physiology Module

ERIC Educational Resources Information Center

Latif, Rabia

2014-01-01

Lecture-Based Teaching (LBT) remains the predominant form of teaching in healthcare profession education. It is excellent in providing an overview of a particular topic to a large number of students. However, the concern, which has been highlighted time and again, is the monotony and passive nature of this form of information transmission, which…

Sketching the Contours of the Scholarship of Teaching and Learning in Theology and Religion

ERIC Educational Resources Information Center

Killen, Patricia O'Connell; Gallagher, Eugene V.

2013-01-01

This article argues that there is an identifiable scholarship of teaching and learning in theology and religion that, though varied in its entry points and forms, exhibits standards of excellence recognizable in other forms of scholarship. Engaging in this scholarship enhances a professor's possession of practice and often reveals insights into…

Developing EFL Teaching and Learning Practices in Saudi Colleges: A Review

ERIC Educational Resources Information Center

Liton, Hussain Ahmed

2012-01-01

Saudi Ministry of education is highly concerned with the pursuit of excellence in effective EFL teaching-learning in the arena of education but it experiences tardy progress especially in college level. This is a common scenario in almost every stage of learning in the Kingdom of Saudi Arabia. Behind this backdrop, this paper explores the new…

Expanding Excellence: Teachers Cross District Lines to Learn with Peers

ERIC Educational Resources Information Center

Owens, Ben; Strahan, David

2016-01-01

This article provides a vignette which demonstrates some of the outcomes that occur when teachers collaborate across school district lines. The project began as an idea from Ben Owens, a 2014 Hope Street Group National Teacher Fellow. The basic notion was that good teaching doesn't happen in isolation. As someone who came into teaching after a…

In Search of the Excellent Literature Teacher: An Inductive Approach to Constructing Professional Teaching Standards

ERIC Educational Resources Information Center

Witte, T. C. H.; Jansen, E. P. W. A.

2015-01-01

This study makes a contribution to the development of empirically based, domain-specific teaching standards that are acknowledged by the professional community of teachers and which, therefore, have a good chance of being successfully implemented and used for professional development purposes. It was prompted by the resistance on the part of many…

Supporting the Reflective Practice of Tutors: What Do Tutors Reflect on?

ERIC Educational Resources Information Center

Bell, Amani; Mladenovic, Rosina; Segara, Reuben

2010-01-01

Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors' reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka, McLeod and Reynolds in 2005 to code text from 20 written statements as…

Master Teachers: Making a Difference on the Edge of Chaos

ERIC Educational Resources Information Center

Chapin, Dexter

2008-01-01

The No Child Left Behind legislation, by legitimizing a stark, one-size-fits-all, industrial model of education, has denied the inherent complexity and richness of what teachers do. Discussing teaching in terms of Chaos Theory, Chapin explains that while excellent teaching may occur at the edge of chaos, it is not chaotic. There are patterns…

Teaching and Learning Science with Understanding to Limited English Proficient Students: Excellence through Reform.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students'…

Excellence in Teaching and Learning: Bridging the Gaps in Theory, Practice, and Policy

ERIC Educational Resources Information Center

Salhi, Adnan, Ed.

2006-01-01

This book represents a collaborative effort among education scholars that addresses the theory, practice, and policy gaps that have plagued classrooms for a long time. Divided into three parts, it focuses on practical strategies for teaching and learning in different subject areas and at all levels; provides research-based models for improving…

Development and implementation of a longitudinal students as teachers program: participant satisfaction and implications for medical student teaching and learning.

PubMed

Yeung, Celine; Friesen, Farah; Farr, Sarah; Law, Marcus; Albert, Lori

2017-01-31

Teaching is a key component of medical practice, but medical students receive little formal training to develop their teaching skills. A longitudinal Students as Teachers (SAT) program was created at the University of Toronto to provide medical students with opportunities to acquire an understanding of educational pedagogy and practice teaching early in their medical training. This program was 7-months in duration and consisted of monthly educational modules, practical teaching sessions, feedback, and reflective exercises. A mixed methods study design was used to evaluate initial outcomes of the SAT program by obtaining the perspectives of 18 second-year medical students. Participants filled out questionnaires at the beginning and end of the 7-month program to indicate their skill level and confidence in teaching. Differences between pre- and post-intervention scores were further explored in a group interview of 5 participants. Participants expressed a high degree of satisfaction with the SAT program structure and found the educational modules and practical teaching sessions to be particularly beneficial to their learning. Over the course of the program, there were significant increases in students' confidence in teaching, and self-perceived teaching capacity and communication skills. Furthermore, participants discussed improvements in their effectiveness as learners. Teaching is a skill that requires ongoing practice. Our results suggest that a longitudinal program consisting of theoretical modules, practical teaching sessions, feedback, and reflective exercises for medical students may improve teaching and communication skills, and equip them with improved learning strategies. This program also provides students with insight into the experience of teaching while holding other academic and clinical responsibilities.

Teaching-skills training programs for family medicine residents

PubMed Central

Lacasse, Miriam; Ratnapalan, Savithiri

2009-01-01

ABSTRACT OBJECTIVE To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. DATA SOURCES Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. STUDY SELECTION The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. SYNTHESIS Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs’ effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. CONCLUSION Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are needed to stimulate development of adapted programs for the discipline. Future research should also assess how residents’ teaching-skills training can affect their learners’ clinical training and eventually patient care. PMID:19752261

Goals of care conversation teaching in residency - a cross-sectional survey of postgraduate program directors.

PubMed

Roze des Ordons, Amanda; Kassam, Aliya; Simon, Jessica

2017-01-06

Residents are commonly involved in establishing goals of care for hospitalized patients. While education can improve the quality of these conversations, whether and how postgraduate training programs integrate such teaching into their curricula is not well established. The objective of this study was to characterize perceptions of current teaching and assessment of goals of care conversations, and program director interest in associated curricular integration. An electronic survey was sent to all postgraduate program directors at the University of Calgary. Quantitative data was analyzed using descriptive statistics and qualitative comments were analyzed using thematic analysis. The survey response rate was 34% (22/64). Formal goals of care conversation teaching is incorporated into 63% of responding programs, and most commonly involves lectures. Informal teaching occurs in 86% of programs, involving discussion, direct observation and role modeling in the clinical setting. Seventy-three percent of programs assess goals of care conversation skills, mostly in the clinical setting through feedback. Program directors believe that over two-thirds of clinical faculty are prepared to teach goals of care conversations, and are interested in resources to teach and assess goals of care conversations. Themes that emerged include 1) general perceptions, 2) need for teaching, 3) ideas for teaching, and 4) assessment of goals of care conversations. The majority of residency training programs at the University of Calgary incorporate some goals of care conversation teaching and assessment into their curricula. Program directors are interested in resources to improve teaching and assessment of goals of care conversations.

Teaching psychiatric residents about women and leadership.

PubMed

Steiner, Jeanne L; Mazure, Carolyn; Siggins, Lorraine D; Waxman, Merle; Jacobs, Selby C

2004-01-01

The purpose of this project was to develop a seminar on women as leaders within an academic department of psychiatry and to evaluate its effectiveness. A seminar was offered as an elective to all residents within the Yale University Department of Psychiatry. Didactic presentations and open discussion were structured around the following topics: 1) exploration of leadership roles in various areas, including research, clinical practice, teaching, and administration; 2) organizational dynamics and gender; 3) negotiation skills and conflict resolution strategies; 4) role of consultation, seminars, peer support and mentoring by both men and women in the development of leadership skills; and 5) "keeping the balance: work, relationships, and personal health." The 13 participants were queried at the completion of the seminar, and a follow-up survey was performed 18 months later. The initial and follow-up evaluations were quite positive, with average ratings in the "excellent" range at both points. The 10 respondents at 18 months were unanimous that there had been a positive and lasting effect on their professional lives. A seminar on women as leaders was a successful venture within an academic department of psychiatry. The structure of the course, which incorporated specific teaching materials plus "local" expertise, could serve as a model for such seminars in other programs or could be integrated into an existing course for all residents.

Attitudes and habits of highly humanistic physicians.

PubMed

Chou, Carol M; Kellom, Katherine; Shea, Judy A

2014-09-01

Humanism is fundamental to excellent patient care and is therefore an essential concept for physicians to teach to learners. However, the factors that help attending physicians to maintain their own humanistic attitudes over time are not well understood. The authors attempted to identify attitudes and habits that highly humanistic physicians perceive allow them to sustain their humanistic approach to patient care. In 2011, the authors polled internal medicine residents at the University of Pennsylvania to identify attending physicians who exemplified humanistic patient care. In this cross-sectional, qualitative study, the authors used a semistructured script to interview the identified attending physicians to determine attitudes and habits that they believed contribute to their sustenance of humanistic patient care. Attitudes for sustaining humanism in this cohort of humanistic physicians included humility, curiosity, and a desire to live up to a standard of behavior. Many of the physicians deliberately worked at maintaining their humanistic attitudes. Habits that humanistic physicians engaged in to sustain their humanism included self-reflection, connecting with patients, teaching and role modeling, and achieving work-life balance. Physicians believed that treating their patients humanistically serves to prevent burnout in themselves. Identification of factors that highly humanistic attending physicians perceive help them to sustain a humanistic outlook over time may inform the design of programs to develop and sustain humanism in teaching faculty.

Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait?

NASA Astrophysics Data System (ADS)

Carr, Lincoln D.

2016-05-01

Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF.

Turkish Physics Teachers' Views about the 2007 Physics Teaching Program and its Implementation

ERIC Educational Resources Information Center

Mercan, Fatih Caglayan

2013-01-01

The renewal of the secondary school physics teaching program was initiated in 2008, however, there is limited research investigating physics teachers' enactment of the teaching program in their classes. The purpose of this study was to identify and describe teachers' views about the official teaching program and its implementation. The…

Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

PubMed

Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education

ERIC Educational Resources Information Center

Papadakis, Stamatios; Kalogiannakis, Michail; Orfanakis, Vasileios; Zaranis, Nicholas

2017-01-01

Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in…

"What If" Analyses: Ways to Interpret Statistical Significance Test Results Using EXCEL or "R"

ERIC Educational Resources Information Center

Ozturk, Elif

2012-01-01

The present paper aims to review two motivations to conduct "what if" analyses using Excel and "R" to understand the statistical significance tests through the sample size context. "What if" analyses can be used to teach students what statistical significance tests really do and in applied research either prospectively to estimate what sample size…

Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy

ERIC Educational Resources Information Center

Manna, Paul

2015-01-01

Principals who are strong, effective, responsive leaders help to inspire and enhance the abilities of their teachers and other school staff to do excellent work. Such principals also tend to retain great teachers and create opportunities for them to take on new leadership roles. This leads to the following key question: What can state policymakers…

Assessing and Rewarding Excellent Academic Teachers for the Benefit of an Organization

ERIC Educational Resources Information Center

Olsson, Thomas; Roxå, Torgny

2013-01-01

In this article we describe and analyse a system for rewarding excellence in university teaching developed at the Faculty of Engineering at Lund University in Sweden. Individual teachers are rewarded for the effort they invest in the support of student learning. However, it is the organization that establishes a reward system and it does so for…

Active Learning and Student Engagement in the Business Curriculum: Excel Can Be the Answer

ERIC Educational Resources Information Center

McCloskey, Donna W.; Bussom, Lisa

2013-01-01

Business educators are struggling with how better to engage their students in the learning process. At the same time, stakeholders are reporting that business students are ill prepared in problem solving techniques and the effective use of spreadsheets. The systemic use of Excel as a teaching tool in the business curriculum may be the answer to…

Evidencing Impact of Educational Developments: The "Influence Wheel" and Its Use in a CETL Context

ERIC Educational Resources Information Center

King, Virginia

2010-01-01

Large-scale educational development initiatives are widely used to trial and introduce change. One such is the Centre for Excellence in Teaching and Learning (CETL) initiative in England, now drawing to a close. An interim evaluation of this initiative revealed some excellent practice but no major impact. As CETLs strive to gain or sustain…

Overcoming Microsoft Excel's Weaknesses for Crop Model Building and Simulations

ERIC Educational Resources Information Center

Sung, Christopher Teh Boon

2011-01-01

Using spreadsheets such as Microsoft Excel for building crop models and running simulations can be beneficial. Excel is easy to use, powerful, and versatile, and it requires the least proficiency in computer programming compared to other programming platforms. Excel, however, has several weaknesses: it does not directly support loops for iterative…

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

ERIC Educational Resources Information Center

Seabury, Brett A.

2005-01-01

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

Meyer Children's Rehabilitation Institute Teaching Program for Young Children. [Prescriptive Teaching Program for Multiply Handicapped Nursery School Children].

ERIC Educational Resources Information Center

LaCrosse, Edward; And Others

The prescriptive teaching program for multiply handicapped nursery school children is presented in three manuals: prescriptive teaching, integration of prescriptions into classroom activities; and equipment and materials. Given in the prescriptive teaching manual are directions for assessing a child's strengths and weaknesses in functioning on a…

Pulmonary and Critical Care Medicine Program Directors' Attitudes toward Training in Medical Education. A Nationwide Survey Study.

PubMed

Richards, Jeremy B; McCallister, Jennifer W; Lenz, Peter H

2016-04-01

Many pulmonary and critical care medicine (PCCM) fellows are interested in improving their teaching skills as well as learning about careers as clinician educators. Educational opportunities in PCCM fellowship programs designed to address these interests have not been well characterized in U.S. training programs. We aimed to characterize educational content and structure for training fellows to teach in PCCM fellowship programs. We evaluated three major domains: (1) existing educational opportunities, (2) PCCM program directors' attitudes toward the importance of teaching fellows how to teach, and (3) potential components of an optimal teaching skills curriculum for PCCM fellows. We surveyed program and associate program directors who were members of the Association of Pulmonary and Critical Care Medicine Program Directors in 2014. Survey domains included existing teaching skills content and structure, presence of a formal medical education curriculum or clinician educator track, perceived barriers to teaching fellows teaching skills, and open-ended qualitative inquiries about the ideal curricula. Data were analyzed both quantitatively and qualitatively. Of 158 invited Association of Pulmonary and Critical Care Medicine Program Directors members, 85 program directors and associate directors responded (53.8% response rate). Annual curricular time dedicated to teaching skills varied widely (median, 3 h; mean, 5.4 h; interquartile range, 2.0-6.3 h), with 17 respondents (20%) allotting no time to teaching fellows to teach and 14 respondents (17%) dedicating more than 10 hours. Survey participants stated that the optimal duration for training fellows in teaching skills was significantly less than what they reported was actually occurring (median optimal duration, 1.5 h/yr; mean, 2.1 h/yr; interquartile range, 1.5-3.5 h/yr; P < 0.001). Only 28 (33.7%) had a formal curriculum for teaching medical education skills. Qualitative analyses identified several barriers to implementing formal teaching skills curricula, including "time," "financial resources," "competing priorities," and "lack of expert faculty." While prior work has demonstrated that fellows are interested in obtaining medical education skills, PCCM program directors and associate directors noted significant challenges to implementing formal educational opportunities to teach fellows these skills. Effective strategies are needed to design, implement, sustain, and assess teaching skills curricula for PCCM fellowships.

Learning and Doing: An Interview with Bill Wood.

PubMed

Wood, William B

2016-06-01

THE Genetics Society of America's Elizabeth W. Jones Award for Excellence in Education recognizes significant and sustained impact on genetics education. As well as having made major contributions to biochemistry and developmental genetics, the 2016 awardee William B. Wood has been a pioneer in the reform of science teaching. Wood's leadership has been crucial in several national initiatives and programs, including the development of the influential National Academies Summer institutes on Undergraduate Education in Biology. He has also catalyzed change in education through his service as Editor-in-Chief of CBE-Life Sciences Education, a peer-reviewed journal published by the American Society for Cell Biology, in editorial partnership with the GSA. Copyright © 2016 by the Genetics Society of America.

Machines That Teach.

ERIC Educational Resources Information Center

Sniecinski, Jozef

This paper reviews efforts which have been made to improve the effectiveness of teaching through the development of principles of programed teaching and the construction of teaching machines, concluding that a combination of computer technology and programed teaching principles offers an efficient approach to improving teaching. Three different…

Physics graduate students' perceptions of the value of teaching

NASA Astrophysics Data System (ADS)

Verley, Jim D.

An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to those institutions with formal programs in place.

Student evaluation of a primary care clerkship: quality assurance and identification of potential for improvement.

PubMed

Chenot, Jean-François; Kochen, Michael M; Himmel, Wolfgang

2009-04-15

In Germany, like many other countries, general practice clerkships have only recently become mandatory during medical education. The biggest challenges for the organisation of such clerkships are achieving a minimum level of standardisation, and developing and maintaining a system of quality assurance. The aim of this study is to assess the instructional quality in teaching practices using a benchmark system. Before commencing, students anonymously assessed the importance of core aspects of the mandatory primary care clerkship. After the clerkship, they evaluated learning opportunities and teaching performance. Based on this data, a benchmark system was developed to identify areas of strength and weakness for all practices as well as individual teaching practices. A total of 695 students evaluated 97 general practices belonging to a teaching network. Prior to the clerkship, most students considered recognition of frequent diseases (85%) and communication skills (65%) the most important learning goals. After the clerkship, nearly 90% of students confirmed that the general practitioner (GP) was good or excellent at teaching these two goals but only two-thirds thought the GP's teaching performance good or excellent in preventive medicine and screening. In an exemplary analysis, we identified the 2 best and the 2 worst practices that consistently received scores far above or below average, respectively. We were able to identify areas of weakness in teaching and identified specific GPs who did not meet the students' needs and expectations. This evaluation seems to be a useful quality assurance tool to identify the potential for improvement and faculty development.

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

ERIC Educational Resources Information Center

Prevost, Luanna B.; Vergara, Claudia E.; Urban-Lurain, Mark; Campa, Henry, III.

2018-01-01

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic…

"Read All about It," and Teach Kids Using School Newspapers

ERIC Educational Resources Information Center

Padgett, Raven

2006-01-01

This article presents an adaptation from Communicator, 29 (January 2006), 5-6, in which the author discusses the value of a newspaper as well as the benefits of having a student-run newspaper at a school and highlights the use of school newspapers as a teaching tool. A school newspaper is an excellent way for students to practice their writing and…

Early Career Academic Perceptions, Attitudes and Professional Development Activities: Questioning the Teaching and Research Gap to Further Academic Development

ERIC Educational Resources Information Center

Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes

2014-01-01

Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…

Teaching the Interrelationship between Stress, Emotions, and Cardiovascular Risk Using a Classic Paper by Walter Cannon

ERIC Educational Resources Information Center

Gwirtz, Patricia A.

2008-01-01

Classroom discussion of the classic article by Walter B. Cannon in 1914, entitled "The emergency function of the adrenal medulla in pain and the major emotions," is an excellent tool to teach graduate students the interaction between stress, emotions, and cardiovascular function. Using this article, we are able to review important early research…

Home Sweet Home: How to Build a Madagascar Hissing Cockroach Habitat out of Recycled Materials

ERIC Educational Resources Information Center

Wagler, Ron

2010-01-01

Madagascar hissing cockroaches (MHC) are amazing insects that can be an integral part of an effective science learning and teaching environment. MHCs have a fascinating social structure. They make excellent pets, teach students how to properly care for animals, and their large size adds to their "wow" factor. These characteristics make them unique…

Motivation to Participate in Faculty Development: A Case Study of North Carolina Community College Excellence in Teaching Award Winners and Finalists

ERIC Educational Resources Information Center

Wood, Crystal

2015-01-01

Both pre-service and in-service learning are opportunities for community college faculty to learn teaching approaches to meet the learning needs of the diverse community college student population. Community college faculty members are faced with complex classrooms with learners of all different ages, races, cultures and academic preparedness. As…

How to Reach the Hard to Teach: Excellent Instruction for Those Who Need It Most

ERIC Educational Resources Information Center

Echevarría, Jana; Frey, Nancy; Fisher, Douglas

2016-01-01

For every teacher it's different, but you know who they are for you--the students who are "hard to teach." Maybe they're reading far below grade level. Maybe they're English learners. Maybe they have diagnosed learning disabilities or behavioral issues. Maybe they're underachieving for reasons that are unknown. They have been overlooked…

Passport to Teaching: Career Choices and Experiences of American Board Certified Teachers. Final Report. MPR Reference No. 6215-030

ERIC Educational Resources Information Center

Glazerman, Steven; Seif, Elizabeth; Baxter, Gail

2008-01-01

This report examines the career trajectories of those who have successfully completed the Passport to Teaching certification offered by the American Board for Certification of Teacher Excellence (ABCTE) during its first years of existence. To elicit information on the career choices of Passport alumni, Mathematica Policy Research, Inc. (MPR)…

Significant Networks and Meaningful Conversations Observed in the First-Round Applicants for the Teachers' Academy at a Research-Intensive University

ERIC Educational Resources Information Center

Pyörälä, Eeva; Hirsto, Laura; Toom, Auli; Myyry, Liisa; Lindblom-Ylänne, Sari

2015-01-01

The University of Helsinki established a Teachers' Academy to reward excellence in teaching. This study focuses on teachers' significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers' Academy. The research data consisted of answers to open-ended questions, and were examined using…

Characteristics and Impact of the Further Mathematics Knowledge Networks: Analysis of an English Professional Development Initiative on the Teaching of Advanced Mathematics

ERIC Educational Resources Information Center

Ruthven, Kenneth

2014-01-01

Reports from 13 Further Mathematics Knowledge Networks supported by the National Centre for Excellence in the Teaching of Mathematics [NCETM] are analysed. After summarizing basic characteristics of the networks regarding leadership, composition and pattern of activity, each of the following aspects is examined in greater depth: Developmental aims…

In the Eyes of Residents Good Supervisors Need to Be More than Engaged Physicians: The Relevance of Teacher Work Engagement in Residency Training

ERIC Educational Resources Information Center

Scheepers, Renée A.; Arah, Onyebuchi A.; Heineman, Maas Jan; Lombarts, Kiki M. J. M. H.

2015-01-01

During their development into competent medical specialists, residents benefit from their attending physicians' excellence in teaching and role modelling. Work engagement increases overall job performance, but it is unknown whether this also applies to attending physicians' teaching performance and role modelling. Attending physicians in clinical…

Using the Radio To Teach English as a Second Language.

ERIC Educational Resources Information Center

Kitay, Julia Farthing

The short-wave radio provides an excellent and cost-effective tool for teaching English as a Second Language (ESL), especially in remote or poor areas where Internet access may not be readily available. It allows the learner to hear multiple native English speakers talk in normal speed in a variety of accents. It also allows students to encounter…

Profiles in Excellence: Montgomery County, Maryland. A Districtwide Coalition to Improve Teaching through National Board Certification

ERIC Educational Resources Information Center

National Board for Professional Teaching Standards, 2010

2010-01-01

Over the past decade, Montgomery County Public Schools (MCPS) in Maryland has focused on improving teacher capacity as a strategy to address achievement gaps and promote "college-ready" standards in what has become an "urban suburb" with significant pockets of high-need students. As part of this focus on quality teaching, the…

Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-Related Knowledge

ERIC Educational Resources Information Center

Minott, Mark A.

2010-01-01

The broad purpose of this self-study is two-fold: first, to aid in redressing the lack of attention given to the professional development of teacher educators; and second, to forward the idea that teaching reflectively is not only an excellent framework through which self-directed professional development can be enacted, but it is also an…

Guidelines for postdoctoral training in rehabilitation psychology.

PubMed

Stiers, William; Hanson, Stephanie; Turner, Aaron P; Stucky, Kirk; Barisa, Mark; Brownsberger, Mary; Van Tubbergen, Marie; Ashman, Teresa; Kuemmel, Angela

2012-11-01

This article describes the methods and results of a national conference that was held to (1) develop consensus guidelines about the structure and process of rehabilitation psychology postdoctoral training programs and (2) create a Council of Rehabilitation Psychology Postdoctoral Training Programs to promote training programs' abilities to implement the guidelines and to formally recognize programs in compliance with the guidelines. Forty-six conference participants were chosen to include important stakeholders in rehabilitation psychology, representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, and persons involved in medical education practice and research. Consensus guidelines were developed for rehabilitation psychology postdoctoral training program structure and process and for establishing the Council of Rehabilitation Psychology Postdoctoral Training Programs. The Conference developed aspirational guidelines for postdoctoral education and training programs in applied rehabilitation psychology and established a Council of Rehabilitation Psychology Postdoctoral Training Programs as a means of promoting their adoption by training programs. These efforts are designed to promote quality, consistency, and excellence in the education and training of rehabilitation psychology practitioners and to promote competence in their practice. It is hoped that these efforts will stimulate discussion, assist in the development of improved teaching and evaluation methods, lead to interesting research questions, and generally facilitate the continued systematic development of the profession of rehabilitation psychology. PsycINFO Database Record (c) 2012 APA, all rights reserved

Short educational programs in optical design and engineering

NASA Astrophysics Data System (ADS)

Voznesenskaya, Anna; Romanova, Galina; Bakholdin, Alexey; Tolstoba, Nadezhda; Ezhova, Kseniia

2016-09-01

Globalization and diversification of education in optical engineering causes a number of new phenomena in students' learning paths. Many students have an interest to get some courses in other universities, to study in international environment, to broaden not only professional skills but social links and see the sights as well etc. Participation in short educational programs (e.g. summer / winter schools, camps etc.) allows students from different universities to learn specific issues in their or in some neighbor field and also earn some ECTS for the transcript of records. ITMO University provides a variety of short educational programs in optical design and engineering oriented for different background level, such are: Introduction into optical engineering, Introduction into applied and computer optics, Optical system design, Image modeling and processing, Design of optical devices and components. Depending on students' educational background these programs are revised and adopted each time. Usually the short educational programs last 4 weeks and provide 4 ECTS. The short programs utilize a set of out-of date educational technologies like problem-based learning, case-study and distance-learning and evaluation. Practically, these technologies provide flexibility of the educational process and intensive growth of the learning outcomes. Students are satisfied with these programs very much. In their feedbacks they point a high level of practical significance, experienced teaching staff, scholarship program, excellent educational environment, as well as interesting social program and organizational support.

A Program to Teach Programming.

ERIC Educational Resources Information Center

Fenichel, Robert R.; And Others

1969-01-01

The TEACH system was developed to provide inexpensive, effective, virtually instructorless instruction in programing. The TEACH system employed an interactive language, UNCL. Two full sections of the TEACH course were taught. The results of this experience suggested ways in which the research and development effort on the system should be…

Mentoring Excellence in the Kinesiology Academy. National Association of Kinesiology in Higher Education 35th Dudley Allen Sargent Commemorative Lecture 2016

ERIC Educational Resources Information Center

Knudson, Duane

2016-01-01

This article from the 35th Dudley Allen Sargent Lecture addresses the importance of senior faculty in kinesiology providing holistic guidance to tenure-track faculty to foster excellence in the field. The importance of holistic mentoring of all three faculty roles in higher education is illustrated using research on teaching and learning…

Leadership in Literacy for the Information Age. A Report of the Committee on Instructional Technology, National Council of Teachers of English. Executive Summary.

ERIC Educational Resources Information Center

Oates, William R., Ed.

Responding to concerns of the National Council of Teachers of English (NCTE) Task Force on Excellence in Education that current uses of computers in teaching English language arts may undercut rather than advance excellence, this report, prepared by the NCTE Committee on Instructional Technology, summarizes the committee's thoughts and…

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

NASA Astrophysics Data System (ADS)

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

2009-03-01

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

Academic medicine amenities unit: developing a model to integrate academic medical care with luxury hotel services.

PubMed

Kennedy, David W; Kagan, Sarah H; Abramson, Kelly Brennen; Boberick, Cheryl; Kaiser, Larry R

2009-02-01

The interface between established values of academic medicine and the trend toward inpatient amenities units requires close examination. Opinions of such units can be polarized, reflecting traditional reservations about the ethical dilemma of offering exclusive services only to an elite patient group. An amenities unit was developed at the University of Pennsylvania Health System in 2007, using an approach that integrated academic medicine values with the benefits of philanthropy and service excellence to make amenities unit services available to all patients. Given inherent internal political concerns, a broadly based steering committee of academic and hospital leadership was developed. An academically appropriate model was conceived, anchored by four principles: (1) integration of academic values, (2) interdisciplinary senior leadership, (3) service excellence, and (4) recalibrated occupancy expectations based on multiple revenue streams. Foremost is ensuring the same health care is afforded all patients throughout the hospital, thereby overcoming ethical challenges and optimizing teaching experiences. Service excellence frames the service ethic for all staff, and this, in addition to luxury hotel-style amenities, differentiates the style and feel of the unit from others in the hospital. Recalibrated occupancy creates program viability given revenue streams redefined to encompass gifts and patient revenue, including both reimbursement and self-pay. The medical-surgical amenities patient-care unit has enjoyed a successful first year and a growing stream of returning patients and admitting physicians. Implications for other academic medical centers include opportunities to extrapolate service excellence throughout the hospital and to cultivate philanthropy to benefit services throughout the medical center.

Observation of clinical teaching: interest in a faculty development program for surgeons.

PubMed

Peyre, Sarah E; Frankl, Susan E; Thorndike, Mary; Breen, Elizabeth M

2011-01-01

Observation of clinical teaching is a powerful tool to develop faculty teaching skills. However, the process of being observed can be intimidating for any educator. Our aim is to assess interest in an Observation of Teaching Program within an academic surgical department. An electronic survey asking faculty to indicate interest in participation in a faculty development program that consists of a peer, expert, and/or cross-disciplinary physician observation of teaching was used. Faculty members were also asked whether they would like to observe other faculty as part of a peer-review track. The results were compiled for descriptive statistical analysis. Electronic survey. In all, 46 faculty, all of whom have assigned medical student and resident teaching responsibilities, were introduced to the Observation of Teaching Program and surveyed on their interest in participating. A total of 87% (40/46) of faculty responded after 2 e-mails and 75% (30/40) indicated interest in the Observation of Teaching Program. All faculty who responded positively indicated interest in expert review (30/30), 90% (27/30) in peer review, 87% (26/30) in surgeon review, and 83% (25/30) in cross-disciplinary physician review. A total of 48% (19/40) indicated interest in observing others. Of those who were not interested in the Observation of Teaching Program, restrictions on time (4/10), not enough clinical care responsibilities (2/10), not wanting to be watched (2/10), and program did not seem effective (1/10) were cited as reasons for not participating. Surgical faculty are interested in being observed and receiving feedback about their clinical teaching by experts, peers, colleagues, and cross-disciplinary physicians. Professional development programs for surgeons should consider observation as a teaching methodology. Copyright © 2011 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A Guide to Writing Academic Portfolios for Radiologists.

PubMed

Thomas, John V; Sanyal, Rupan; O'Malley, Janis P; Singh, Satinder P; Morgan, Desiree E; Canon, Cheri L

2016-12-01

The academic educator's portfolio is a collection of materials that document academic performance and achievements, supplementing the curriculum vitae, in order to showcase a faculty member's most significant accomplishments. A decade ago, a survey of medical schools revealed frustration in the nonuniform methods of measuring faculty's medical education productivity. A proposed solution was the use of an academic educator's portfolio. In the academic medical community, compiling an academic portfolio is always a challenge because teaching has never been confined to the traditional classroom setting and often involves active participation of the medical student, resident, or fellow in the ongoing care of the patient. Diagnostic radiology in addition requires a knowledge base that encompasses basic sciences, imaging physics, technology, and traditional and molecular medicine. Teaching and performing research that involves this complex mix, while providing patient care that is often behind the scenes, provides unique challenges in the documentation of teaching, research, and clinical service for diagnostic radiology faculty. An academic portfolio is seen as a way to explain why relevant academic activities are significant to promotions committee members who may have backgrounds in unrelated academic areas and may not be familiar with a faculty member's work. The academic portfolio consists of teaching, research, and service portfolios. The teaching portfolio is a collection of materials that document teaching performance and documents the educator's transition to a more effective educator. A research portfolio showcases the most significant research accomplishments. The service portfolio documents service responsibilities and highlight any service excellence. All portfolios should briefly discuss the educator's philosophy, activities, methods used to implement activities, leadership, mentoring, or committee roles in these respective areas. Recognizing that academic programs have differing needs, this article will attempt to provide some basic guidelines that may help junior faculty in diagnostic radiology develop their teaching, research, and service portfolios. Copyright © 2016 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

Developing a systematic evaluation approach for training programs within a train-the-trainer model for youth cognitive behavior therapy.

PubMed

Nakamura, Brad J; Selbo-Bruns, Alexandra; Okamura, Kelsie; Chang, Jaime; Slavin, Lesley; Shimabukuro, Scott

2014-02-01

The purpose of this small pilot study was three-fold: (a) to begin development of a coding scheme for supervisor and therapist skill acquisition, (b) to preliminarily investigate a pilot train-the-trainer paradigm for skill development, and (c) to evaluate self-reported versus observed indicators of skill mastery in that pilot program. Participants included four supervisor-therapist dyads (N = 8) working with public mental health sector youth. Master trainers taught cognitive-behavioral therapy techniques to supervisors, who in turn trained therapists on these techniques. Supervisor and therapist skill acquisition and supervisor use of teaching strategies were repeatedly assessed through coding of scripted role-plays with a multiple-baseline across participants and behaviors design. The coding system, the Practice Element Train the Trainer - Supervisor/Therapist Versions of the Therapy Process Observational Coding System for Child Psychotherapy, was developed and evaluated though the course of the investigation. The coding scheme demonstrated excellent reliability (ICCs [1,2] = 0.81-0.91) across 168 video recordings. As calculated through within-subject effect sizes, supervisor and therapist participants, respectively, evidenced skill improvements related to teaching and performing therapy techniques. Self-reported indicators of skill mastery were inflated in comparison to observed skill mastery. Findings lend initial support for further developing an evaluative approach for a train-the-trainer effort focused on disseminating evidence-based practices. Published by Elsevier Ltd.

Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

PubMed Central

KOJURI, JAVAD; AMINI, MITRA; KARIMIAN, ZAHRA; DEHGHANI, MOHAMMAD REZA; SABER, MAHBOOBEH; BAZRAFCAN, LEILA; EBRAHIMI, SEDIGHEH; REZAEE, RITA

2015-01-01

Introduction: In the design of educational programs, much attention has been paid to teaching methods, needs assessment, an important part of the development of educational programs, generally is neglected. Another important aspect in educational program design is assessing effectiveness. The aims of this study were to design a formal needs assessment program to define the core contents of a faculty development program, and to determine whether participation in the faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors boost their teaching skills. Needs assessment was done with nominal group technique followed by a 5-point Likert scale questionnaire. The program, imparted in workshop format, covered effective teaching methods, feedback, assessing knowledge and time management. Instruction was in the form of lectures, group discussions, case simulations, video presentations and role-plays. The program was evaluated in several phases using data triangulation and multi-item assessments of overall program quality in three major dimensions: Kirkpatrick program evaluation model, evaluation of the educational environment and qualitative analysis with open-ended questions. All participants in the study belonged to the academic staff of Shiraz University of Medical Sciences (n=396). Results: Seven main categories were derived from nominal group techniques and questionnaires. After the program, participants rated the quality of the program highly. They felt that the educational intervention was appropriate and had a positive impact on their knowledge of effective teaching methods, feedback, knowledge assessment and time management. Assessment of the effectiveness of the program showed that participants reported significant improvements in their teaching abilities. Conclusions: Our faculty development program  have a significant positive effect on medical university teaching staff members’ competencies. Further research is needed to investigate whether the faculty development program actually results in improved teaching performance. PMID:25587548

A novel resident-as-teacher training program to improve and evaluate obstetrics and gynecology resident teaching skills.

PubMed

Ricciotti, Hope A; Dodge, Laura E; Head, Julia; Atkins, K Meredith; Hacker, Michele R

2012-01-01

Residents play a significant role in teaching, but formal training, feedback, and evaluation are needed. Our aims were to assess resident teaching skills in the resident-as-teacher program, quantify correlations of faculty evaluations with resident self-evaluations, compare resident-as-teacher evaluations with clinical evaluations, and evaluate the resident-as-teacher program. The resident-as-teacher training program is a simulated, videotaped teaching encounter with a trained medical student and standardized teaching evaluation tool. Evaluations from the resident-as-teacher training program were compared to evaluations of resident teaching done by faculty, residents, and medical students from the clinical setting. Faculty evaluation of resident teaching skills in the resident-as-teacher program showed a mean total score of 4.5 ± 0.5 with statistically significant correlations between faculty assessment and resident self-evaluations (r = 0.47; p < 0.001). However, resident self-evaluation of teaching skill was lower than faculty evaluation (mean difference: 0.4; 95% CI 0.3-0.6). When compared to the clinical setting, resident-as-teacher evaluations were significantly correlated with faculty and resident evaluations, but not medical student evaluations. Evaluations from both the resident-as-teacher program and the clinical setting improved with duration of residency. The resident-as-teacher program provides a method to train, give feedback, and evaluate resident teaching.

A Comparative Study Concerning Administrative Aspects of Elementary Off-Campus Student Teaching Programs: Current Practices and Proposed Patterns.

ERIC Educational Resources Information Center

Armstrong, Robert J.

A study was made to determine the current status of selected administrative areas of student teaching programs in Massachusetts and cooperative student teaching programs throughout the nation, the desirability of establishing cooperative programs in Massachusetts, and the organization and impelementation of these programs. Specific administrative…

Promoting Excellence in Nursing Education (PENE): Pross evaluation model.

PubMed

Pross, Elizabeth A

2010-08-01

The purpose of this article is to examine the Promoting Excellence in Nursing Education (PENE) Pross evaluation model. A conceptual evaluation model, such as the one described here, may be useful to nurse academicians in the ongoing evaluation of educational programs, especially those with goals of excellence. Frameworks for evaluating nursing programs are necessary because they offer a way to systematically assess the educational effectiveness of complex nursing programs. This article describes the conceptual framework and its tenets of excellence. Copyright 2009 Elsevier Ltd. All rights reserved.

A novel teaching system for industrial robots.

PubMed

Lin, Hsien-I; Lin, Yu-Hsiang

2014-03-27

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles.

A Novel Teaching System for Industrial Robots

PubMed Central

Lin, Hsien-I; Lin, Yu-Hsiang

2014-01-01

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles. PMID:24681669

Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

PubMed

Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

2018-04-16

Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

Teaching Strategies and Methods in Modern Environments for Learning of Programming

ERIC Educational Resources Information Center

Djenic, Slobodanka; Mitic, Jelena

2017-01-01

This paper presents teaching strategies and methods, applicable in modern blended environments for learning of programming. Given the fact that the manner of applying teaching strategies always depends on the specific requirements of a certain area of learning, the paper outlines the basic principles of teaching in programming courses, as well as…

The effectiveness of clinical teaching of mental health courses in nursing using clinical supervision and Kirkpatrick's model.

PubMed

Maddineshat, Maryam; Hashemi, Mitra; Besharati, Reza; Gholami, Sepideh; Ghavidel, Fatemeh

2018-01-01

Clinical experience associated with the fear and anxiety of nursing students in the psychiatric unit. Mental health nursing instructors find it challenging to teach nursing students to deal with patients with mental disorders in an environment where they need to provide patient teaching and clinical decision-making based on evidence and new technology. To measure the effectiveness of clinical teaching of mental health courses in nursing using clinical supervision and Kirkpatrick's model evaluation in the psychiatry unit of Imam Reza Hospital, Bojnurd, Iran. This cross-sectional study was carried out from 2011 to 2016 on 76 nursing students from a university as part of a clinical mental health course in two semesters. The students were selected by a non-probable convenient sampling method. After completing their clinical education, each student responded to checklist questions based on the four-level Kirkpatrick's model evaluation and open questions relating to clinical supervision. Finally, all data was analyzed using the SPSS version 16. The students have evaluated clinical supervision as a useful approach, and appreciated the instructor's supportive behavior during teaching and imparting clinical skills. This has made them feel relaxed at the end of the clinical teaching course. In addition, in the evaluation through Kirkpatrick's model, more than 70% of the students have been satisfied with the method of conducting the teaching and average score of nursing students' attitude toward mental health students: Their mean self-confidence score was 18.33±1.69, and the mean score of their performance in the study was evaluated to be 93.74±5.3 from 100 points. The results of clinical mental health teaching through clinical supervision and Kirkpatrick's model evaluation show that the satisfaction, self-esteem, attitude, and skill of nursing students are excellent, thereby portraying the effectiveness of clinical teaching. But this program still needs to be reformed. To establish long-term goals and obtain knowledge and clinical skills of nursing, it is recommended to develop a curriculum and evaluate it appropriately.

George Wallis (1811-1891) and Ernest Beinfeld Havell (1861-1934): Juxtaposing Historical Perspectives on Nineteenth-Century Drawing Books in England and India

ERIC Educational Resources Information Center

Kantawala, Ami; Daichendt, G. James

2017-01-01

Drawing books can be seen as a vital component to teaching and learning art. They serve as an excellent resource for understanding the historical context of teaching drawing. As the industrial revolution geared forward in the nineteenth century, drawing books became a crucial source for sharing and disseminating educational philosophies for the…

OJPOT: online judge & practice oriented teaching idea in programming courses

NASA Astrophysics Data System (ADS)

Wang, Gui Ping; Chen, Shu Yu; Yang, Xin; Feng, Rui

2016-05-01

Practical abilities are important for students from majors including Computer Science and Engineering, and Electrical Engineering. Along with the popularity of ACM International Collegiate Programming Contest (ACM/ICPC) and other programming contests, online judge (OJ) websites achieve rapid development, thus providing a new kind of programming practice, i.e. online practice. Due to fair and timely feedback results from OJ websites, online practice outperforms traditional programming practice. In order to promote students' practical abilities in programming and algorithm designing, this article presents a novel teaching idea, online judge & practice oriented teaching (OJPOT). OJPOT is applied to Programming Foundation course. OJPOT cultivates students' practical abilities through various kinds of programming practice, such as programming contests, online practice and course project. To verify the effectiveness of this novel teaching idea, this study conducts empirical research. The experimental results show that OJPOT works effectively in enhancing students' practical abilities compared with the traditional teaching idea.

Excellent Beginnings: Evaluation of Phase I (1991-1994).

ERIC Educational Resources Information Center

Brickman, Alan

In 1991 the Plan for Social Excellence, Inc., funded three elementary schools to design and implement a comprehensive early childhood education program. This funding initiative, entitled "Excellent Beginnings," supports programs that include innovative curriculum and classroom-management strategies, extensive parent participation, the use of high…

The Design and Implementation of Network Teaching Platform Basing on .NET

NASA Astrophysics Data System (ADS)

Yanna, Ren

This paper addresses the problem that students under traditional teaching model have poor operation ability and studies in depth the network teaching platform in domestic colleges and universities, proposing the design concept of network teaching platform of NET + C # + SQL excellent course and designing the overall structure, function module and back-end database of the platform. This paper emphatically expounds the use of MD5 encryption techniques in order to solve data security problems and the assessment of student learning using ADO.NET database access technology as well as the mathematical formula. The example shows that the network teaching platform developed by using WEB application technology has higher safety and availability, and thus improves the students' operation ability.

Parks, Place and Pedagogy - Education Partnerships with the National Park Service

NASA Astrophysics Data System (ADS)

Vye, E. C.; Rose, W. I.; Nash, B.; Klawiter, M.; Huntoon, J. E.; Engelmann, C. A.; Gochis, E. E.; MiTEP

2011-12-01

The Michigan Teaching Excellence Program (MITEP) is a multi-year program of teacher leadership development that empowers science teachers in Grand Rapids, Kalamazoo, and Jackson to lead their schools and districts through the process of improving science teaching and learning. A component of this program is facilitated through partnership between academia, K-12 educators, and the National Park Service (NPS) that aims to develop place-based education strategies that improve diversity and Earth Science literacy. This tangible education method draws upon both the sense of place that National Parks offer and the art of interpretation employed by the park service. Combined, these deepen cognitive process and provide a more diverse reflection of what place means and the processes behind shaping what we see. Our partnerships present participants the opportunity to intern in a Midwest national park for 3-8 weeks during their third year in the program. In summer 2011, eleven teachers from the Grand Rapids school district participated in this innovative way of learning and teaching Earth Science. One goal was to develop geological interpretive materials desired and needed for the parks. Secondly, and important to place-based educational methodologies, these deliverables will be used as a way of bringing the parks to urban classrooms. Participants lived in the parks and worked directly with both national park and Michigan Tech staff to create lesson plans, podcasts, media clips, video, and photographic documentation of their experiences. These lesson plans will be hosted in the Views of the National Park website in an effort to provide innovative teaching resources nationally for teachers or free-choice learners wishing to access information on Midwest national parks. To the benefit of park staff, working with teachers from urban areas offered an opportunity for park staff to access diverse learners in urban settings unable to visit the park. The foundation has been laid for future work in this program aiming to develop a stronger appreciation of environment and geological processes and connections between what K-12 students do and their impact on Earth systems. This paper presents preliminary results of the following evaluation methods: 1) pre-post surveys administered to examine depth and breadth of geological knowledge, awareness of cultural significance, and emotional meanings and attachments toward the park, and 2) semi-structured interviews with participants, park staff, and academic faculty to determine how these programs can be best implemented and improved in both parks and classrooms alike. Learning about Earth system processes can be fostered by employing different ways of knowing, or the art of interpretation. It is hoped that this engagement between teachers, parks, and academia will increase diversity in Earth Science, enrich Earth Science curriculum, and help develop a sense of place for students

Spreadsheet-based program for alignment of overlapping DNA sequences.

PubMed

Anbazhagan, R; Gabrielson, E

1999-06-01

Molecular biology laboratories frequently face the challenge of aligning small overlapping DNA sequences derived from a long DNA segment. Here, we present a short program that can be used to adapt Excel spreadsheets as a tool for aligning DNA sequences, regardless of their orientation. The program runs on any Windows or Macintosh operating system computer with Excel 97 or Excel 98. The program is available for use as an Excel file, which can be downloaded from the BioTechniques Web site. Upon execution, the program opens a specially designed customized workbook and is capable of identifying overlapping regions between two sequence fragments and displaying the sequence alignment. It also performs a number of specialized functions such as recognition of restriction enzyme cutting sites and CpG island mapping without costly specialized software.

Power factor of power educators. [Undergraduate and graduate programs

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

Barthold, L.O.

1979-01-01

Undergraduate engineering schools are doing an excellent job in offering technical material and preparing students for careers in industry or graduate schools. At the undergraduate level, the burden of adequately covering a widening range of engineering fundamentals precludes offering industry-oriented undergraduate courses. The lack of communication skills is a serious handicap to many graduates. Furthermore, the ability to identify problems and structure approaches to their solutions needs more attention in undergraduate education. The quality of graduate programs in power is closely linked to the accuracy and realism with which graduate faculty perceive the industry and its problems as well asmore » their skill in teaching. It is important for graduate faculty to maintain close working ties with industry. Part-time assignments with utilities, manufacturers, or consultants are the best way to do so. Doing so through research grants can also help but can likewise be counterproductive if faculty are not discriminating in the subject matter pursued.« less

A Program Based on Task-Based Teaching Approach to Develop Creative Thinking Teaching Skills for Female Science Teachers in Kingdom of Saudi Arabia (KSA)

ERIC Educational Resources Information Center

Ibrahim, Manal Hassan Mohammed Bin

2015-01-01

This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on…

Preparing Future Biology Faculty: An Advanced Professional Development Program for Graduate Students

ERIC Educational Resources Information Center

Lockwood, Stephanie A.; Miller, Amanda J.; Cromie, Meghan M.

2014-01-01

Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy…

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

Anesthesia in underdeveloped countries: a teaching program.

PubMed Central

Greene, N. M.

1991-01-01

A unique volunteer anesthesia teaching program in East Africa is described. Its object is to help correct the shortage of anesthesia personnel in underdeveloped countries, characteristically so severe that, in some areas, only 10-15 present of the surgery that should be performed can be performed. The design of this program, with its emphasis on teaching, may prove helpful for establishment of similar teaching programs in other medical disciplines in underdeveloped countries. PMID:1687626

The TACT-Mentor Program: A Dual Introduction into College Teaching. Final Report.

ERIC Educational Resources Information Center

Murray, Robert C.

A two-part effort called "The TACT Mentor Program: A Dual Introduction into College Teaching," designed to assist new faculty in their first year of teaching at Heidelberg College, Ohio, is described and evaluated. The first part of the program, TACT (Teachers and College Teaching) consisted of weekly discussions based on the book…

Pre-Service Music Teachers' Metaphorical Perceptions of the Concept of a Music Teaching Program

ERIC Educational Resources Information Center

Kiliç, Deniz Beste Çevik

2017-01-01

This study was intended to reveal pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balikesir University's Education Faculty. The study data were collected by…

Does Teaching Experience Matter? Examining Biology Teachers' Prior Knowledge for Teaching in an Alternative Certification Program

ERIC Educational Resources Information Center

Friedrichsen, Patricia J.; Abell, Sandra K.; Pareja, Enrique M.; Brown, Patrick L.; Lankford, Deanna M.; Volkmann, Mark J.

2009-01-01

Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those…

Improving the Teaching Skills of Residents in a Surgical Training Program: Results of the Pilot Year of a Curricular Initiative in an Ophthalmology Residency Program.

PubMed

Chee, Yewlin E; Newman, Lori R; Loewenstein, John I; Kloek, Carolyn E

2015-01-01

To design and implement a teaching skills curriculum that addressed the needs of an ophthalmology residency training program, to assess the effect of the curriculum, and to present important lessons learned. A teaching skills curriculum was designed for the Harvard Medical School (HMS) Residency Training Program in Ophthalmology. Results of a needs assessment survey were used to guide curriculum objectives. Overall, 3 teaching workshops were conducted between October 2012 and March 2013 that addressed areas of need, including procedural teaching. A postcurriculum survey was used to assess the effect of the curriculum. Massachusetts Eye and Ear Infirmary, a tertiary care institution in Boston, MA. Overall, 24 residents in the HMS Residency Training Program in Ophthalmology were included. The needs assessment survey demonstrated that although most residents anticipated that teaching would be important in their future career, only one-third had prior formal training in teaching. All residents reported they found the teaching workshops to be either very or extremely useful. All residents reported they would like further training in teaching, with most residents requesting additional training in best procedural teaching practices for future sessions. The pilot year of the resident-as-teacher curriculum for the HMS Residency Training Program in Ophthalmology demonstrated a need for this curriculum and was perceived as beneficial by the residents, who reported increased comfort in their teaching skills after attending the workshops. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

"Teach For"/"Teach First" Candidates: What Conclusions Do They Draw from Their Time in Teaching?

ERIC Educational Resources Information Center

Rice, Suzanne; Volkoff, Veronica; Dulfer, Nicky

2015-01-01

"Teach For" and "Teach First" programs now constitute a significant pathway into teaching in a number of countries. One criterion for selection into these programs is leadership capacity, and evidence indicates that many candidates do move into leadership roles in education, business, and policy in the years following their…

Models of Excellence: A Review of Ohio's Award-Winning Workplace Literacy Programs. Alliance for Workforce Excellence Publication #94-01.

ERIC Educational Resources Information Center

Proper, Len

This report summarizes the 18 programs that have received Governor's Workforce Excellence Awards in Ohio over the past 3 years. The 18 award winning programs (based in companies employing from 75 to 16,000 employees) focus on the basic literacy, thinking, and personal skills that every Ohio worker must possess. They were selected from nearly 100…

Communities of practice in life sciences and the need for brokering

PubMed Central

Tierney, Anne

2016-01-01

Etienne Wenger’s work on communities of practice is influential in teaching and learning in higher education. A core work of many postgraduate certificate in teaching and learning (PGCert) courses for new lecturers, it is studied, in the main, as a means to understand how to support and encourage students to achieve more effective learning. Communities of practice can also be applied to academics. In the context of the Research Excellence Framework (REF) and its predecessors, the gulf between research-focused and teaching-Focused academics in life sciences has widened, so that in many institutions, these two groups have evolved into two distinct communities of practice; one whose priority is disciplinary research, the other’s learning and teaching. However, in 2015, the UK government announced that a Teaching Excellence Framework (TEF) would be introduced into higher education in England, as early as 2017. While the exact details of TEF remain unclear, it is certain that “excellence” and “student satisfaction” will be high on the agenda. It is vital, therefore, that the two communities of practice, research-focused and teaching-focused, find ways to come together in order to ensure high quality teaching and learning. Wenger proposes that this can be done through the process of “brokering”, which allows expertise from both communities of practice to cross from one to the other, strengthening both. This should be encouraged at departmental and institutional level, but another vital origin of brokering can be forged at a(n) (inter)national level at meetings such as the SEB Annual Conference, where teaching-focused academics have the opportunity to mix with research-active colleagues. While this paper is informed by recent and current events in the UK Higher Education sector, it is of interest to academics who work in an environment where research and teaching have become separate to any extent. PMID:26998239

ASBO's Certificate of Excellence in Financial Reporting by School Systems.

ERIC Educational Resources Information Center

Gatti, Bernard F.

1989-01-01

The Certificate of Excellence in Financial Reporting by Schools Program reached a high of 180 submissions for program year 1989. Describes technical developments, including a 90-minute videotape about the program, highlights of the previous year, and a summary of certain program specifics. (MLF)

Developing a Teaching Assistant Preparation Program in the School of Oceanography, University of Washington.

ERIC Educational Resources Information Center

McManus, Dean A.

2002-01-01

Reports on the development of a program preparing graduate students to teach in the School of Oceanography, University of Washington, in response to repeated graduate student complaints about the lack of a program. Describes the program which is based on surveys of groups affected by the program and research on teaching assistant preparation,…

A Debate over the Teaching of a Legacy Programming Language in an Information Technology (IT) Program

ERIC Educational Resources Information Center

Ali, Azad; Smith, David

2014-01-01

This paper presents a debate between two faculty members regarding the teaching of the legacy programming course (COBOL) in a Computer Science (CS) program. Among the two faculty members, one calls for the continuation of teaching this language and the other calls for replacing it with another modern language. Although CS programs are notorious…

Results from a Faculty Development Program in Teaching Economics

ERIC Educational Resources Information Center

Walstad, William B.; Salemi, Michael K.

2011-01-01

The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

Teaching Morally and Teaching Morality

ERIC Educational Resources Information Center

Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.

2009-01-01

In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

Faculty Hiring and Development at BYU: Perspectives of a Recent Hire and Department Chair

NASA Astrophysics Data System (ADS)

Turley, R. Steven

2002-04-01

I will present a personal perspective on the transition from an industrial to an academic physicist. For those planning on a similar transition, I will mention several things that were helpful in preparing myself, marketing myself, and adapting to an academic setting. For instance, a significant difference between academic and industrial physics is the responsibility of classroom teaching. Several things that proved particularly useful in improving my own teaching were mentoring teaching partnerships, student evaluations, help in the tenure and promotion process, and programs available from our Faculty Center. From my current perspective as a department chair, I will further discuss mentoring practices I have found helpful with other new faculty. These include such things as inviting mentors to participate with new faculty in development workshops and providing financial and other recognition for participation as a mentor. In addition to developing professional skills, I have found that good mentoring is particularly critical in encouraging new faculty to adapt to departmental culture. Finally, I will discuss ideas I have found helpful in successfully recruiting new faculty. This involves researching, identifying, and actively recruiting faculty we think will build our department. For us, it has not been sufficient to passively rely on responses from applicants to advertisements and word-of-mouth inquiries. Through careful hiring and effective mentoring, we have developed an excellent record of having our faculty being successful in the tenure process.

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

PubMed

Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

2014-08-01

Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

The role of librarians in teaching evidence-based medicine to pediatric residents: a survey of pediatric residency program directors.

PubMed

Boykan, Rachel; Jacobson, Robert M

2017-10-01

The research sought to identify the general use of medical librarians in pediatric residency training, to define the role of medical librarians in teaching evidence-based medicine (EBM) to pediatric residents, and to describe strategies and curricula for teaching EBM used in pediatric residency training programs. We sent a 13-question web-based survey through the Association of Pediatric Program Directors to 200 pediatric residency program directors between August and December 2015. A total of 91 (46%) pediatric residency program directors responded. Most (76%) programs had formal EBM curricula, and more than 75% of curricula addressed question formation, searching, assessment of validity, generalizability, quantitative importance, statistical significance, and applicability. The venues for teaching EBM that program directors perceived to be most effective included journal clubs (84%), conferences (44%), and morning report (36%). While 80% of programs utilized medical librarians, most of these librarians assisted with scholarly or research projects (74%), addressed clinical questions (62%), and taught on any topic not necessarily EBM (58%). Only 17% of program directors stated that librarians were involved in teaching EBM on a regular basis. The use of a librarian was not associated with having an EBM curriculum but was significantly associated with the size of the program. Smaller programs were more likely to utilize librarians (100%) than were medium (71%) or large programs (75%). While most pediatric residency programs have an EBM curriculum and engage medical librarians in various ways, librarians' expertise in teaching EBM is underutilized. Programs should work to better integrate librarians' expertise, both in the didactic and clinical teaching of EBM.

An Intensive Training Program for Effective Teaching Assistants in Chemistry

ERIC Educational Resources Information Center

Dragisich, Vera; Keller, Valerie; Zhao, Meishan

2016-01-01

We report an intensive graduate teaching assistant (GTA) training program developed at The University of Chicago. The program has been assessed and has been successful in preparing GTAs for effective discussion and laboratory teaching for both general and organic chemistry. We believe that this training program can provide insightful information…

Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

ERIC Educational Resources Information Center

Bishop-Williams, Katherine E.; Roke, Kaitlin; Aspenlieder, Erin; Troop, Meagan

2017-01-01

Interdisciplinary (i.e., university-wide programming) and disciplinary (i.e., programming open to participants from one college or department) teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

A Blended Learning Approach for Teaching Computer Programming: Design for Large Classes in Sub-Saharan Africa

ERIC Educational Resources Information Center

Bati, Tesfaye Bayu; Gelderblom, Helene; van Biljon, Judy

2014-01-01

The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and…

Presidential Teacher Award Winners

NASA Image and Video Library

2011-05-19

NASA Administrator Charles Bolden speaks to recipients of the Presidential Award for Excellence in Mathematics and Science Teaching at NASA Headquarters in Washington on Wednesday, May 19, 2011. Photo Credit: (NASA/Paul E. Alers)

How Do US Pediatric Residency Programs Teach and Evaluate Community Pediatrics and Advocacy Training?

PubMed

Lichtenstein, Cara; Hoffman, Benjamin D; Moon, Rachel Y

2017-07-01

In 2013, the Accreditation Council for Graduate Medical Education updated requirements for training in community pediatrics and advocacy in pediatric residency programs. In light of this update, the aim of this study was to better understand how community pediatrics is being taught and evaluated in pediatric residency programs in the United States. Cross-sectional exploratory study using a Web-based survey of pediatric residency program directors in September 2014. Questions focused on teaching and evaluation of 10 community pediatrics competencies. Of 85 programs (43% response rate), 30% offered a separate training track and/or 6-block individualized curriculum in community pediatrics or advocacy. More than 75% required all residents to learn 7 of 10 competencies queried. Respondents in urban settings were more likely to teach care of special populations (P = .02) and public speaking (P < .01). Larger programs were more likely to teach (P = .04) and evaluate (P = .02) community-based research. Experiential learning and classroom-based didactics were the most frequent teaching methodologies. Many programs used multiple teaching methodologies for all competencies. Observation was the most frequent evaluation technique used; portfolio review and written reflection were also commonly reported. Our findings show a strong emphasis on community pediatrics and advocacy teaching among responding US pediatric residency programs. Although respondents reported a variety of teaching and evaluation methods, there were few statistically significant differences between programs. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

Martin, Magy; Martin, Don

2015-01-01

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

"Looking Back, Looking Forward, and Pulling It Together: A Celebration of Teaching Excellence in the Minnesota State Universities." Proceedings of the Bush Foundation Undergraduate Teaching Conference (Brooklyn Park, Minnesota, April 27-28, 1995).

ERIC Educational Resources Information Center

Bemidji State Univ., Minn.

This conference proceedings consists of three keynote addresses and four representative papers. Keynote addresses include: "Impediments to Critical Thinking: Cultural Forces and Our Own 'Stuckness'" by Chet Meyers (which identifies social and cultural elements which make educational change difficult but critically important);…

An Analysis of Business Professors' and Their Students' Perceptions of Excellence in Teaching at a Business School-Empirical Evidence from New England

ERIC Educational Resources Information Center

Anim, Stephen Kwasi

2017-01-01

This qualitative study used evidence gleaned from business professors and their students and compared it with the Measure of Effective Teaching model (MET, 2013). The research is based on a qualitative research design with the aim of collecting data from multiple sources such as interviews, focus group, document analysis and observation to develop…

Pharmacists teaching in family medicine residency programs

PubMed Central

Jorgenson, Derek; Muller, Andries; Whelan, Anne Marie; Buxton, Kelly

2011-01-01

Abstract Objective To determine the percentage of family medicine residency programs that have pharmacists directly involved in teaching residents, the types and extent of teaching provided by pharmacists in family medicine residency programs, and the primary source of funding for the pharmacists. Design Web-based survey. Setting One hundred fifty-eight resident training sites within the 17 family medicine residency programs in Canada. Participants One hundred residency program directors who were responsible for overseeing the training sites within the residency programs were contacted to determine the percentage of training sites in which pharmacists were directly involved in teaching. Pharmacists who were identified by the residency directors were invited to participate in the Web-based survey. Main outcome measures The percentage of training sites for family medicine residency that have pharmacists directly involved in teaching residents. The types and the extent of teaching performed by the pharmacists who teach in the residency programs. The primary source of funding that supports the pharmacists’ salaries. Results More than a quarter (25.3%) of family medicine residency training sites include direct involvement of pharmacist teachers. Pharmacist teachers reported that they spend a substantial amount of their time teaching residents using a range of teaching modalities and topics, but have no formal pharmacotherapy curriculums. Nearly a quarter (22.6%) of the pharmacists reported that their salaries were primarily funded by the residency programs. Conclusion Pharmacists have a role in training family medicine residents. This is a good opportunity for family medicine residents to learn about issues related to pharmacotherapy; however, the role of pharmacists as educators might be optimized if standardized teaching methods, curriculums, and evaluation plans were in place. PMID:21918131

An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program.

PubMed

Garrison, Gina Daubney; Baia, Patricia; Canning, Jacquelyn E; Strang, Aimee F

2015-03-25

To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.

Technical Excellence: A Requirement for Good Engineering

NASA Technical Reports Server (NTRS)

Gill, Paul S.; Vaughan, William W.

2008-01-01

Technical excellence is a requirement for good engineering. Technical excellence has many different ways of expressing itself within engineering. NASA has initiatives that address the enhancement of the Agency's technical excellence and thrust to maintain the associated high level of performance by the Agency on current programs/projects and as it moves into the Constellation Program and the return to the Moon with plans to visit Mars. This paper addresses some of the key initiatives associated with NASA's technical excellence thrust. Examples are provided to illustrate some results being achieved and plans to enhance these initiatives.

Science teachers' learning in a context of collaborative professional development

NASA Astrophysics Data System (ADS)

Faraji, Hassan

The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The presence of multi-grade levels of teachers in the Collaborative Program creates a bi-directional learning environment; and, (8) The only consistent concerns, suggestions, and compliments about the Collaborative Program focus on the application of technology.

An Evaluative Overview of the Gloria Floyd Community School Academic Excellence Program.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Office of Educational Accountability.

The Gloria Floyd Academic Excellence Program (AEP) was designed as a school-based enrichment program for average and above-average students in grades one through six. The evaluation of this program involved discussions with the school administrator and program teacher, as well as a questionnaire-survey of AEP students, their parents, and regular…

Research leadership: should clinical directors be distinguished researchers?

PubMed

Allison, Stephen; Goodall, Amanda H; Bastiampillai, Tarun

2016-06-01

Clinical directors established research-led healthcare by combining research, teaching and clinical excellence within the teaching hospitals. This research culture created high clinical standards, which benefited patients, the workforce and healthcare organisations. The current paper explores this research leadership role for clinical directors. It reviews studies arising from the theory of expert leadership, which focuses on the relationship between a leader's core knowledge and organisational performance. More specifically, we examine the expert leader's research track record, the associations with their organisation's performance, and the influence of research activity on clinical excellence. Distinguished researchers still lead the most prestigious teaching hospitals and the most trusted departments of psychiatry in the United States where the clinical directorate structure originated. It is also known that good scholars can improve research output when appointed to leadership positions. This suggests that the clinical director's research track record should be a consideration at a time when research is being embedded in Australia's local health networks. A clinical director's leadership may influence the research performance of their department and contribute to the quality of mental healthcare. © The Royal Australian and New Zealand College of Psychiatrists 2015.

Implementing family nursing: how do we translate knowledge into clinical practice? Part II: The evolution of 20 years of teaching, research, and practice to a Center of Excellence in Family Nursing.

PubMed

Duhamel, Fabie

2010-02-01

The author's reflections on knowledge transfer/translation highlight the importance of the circular process between science and practice knowledge, leading to the notion of "knowledge exchange." She addresses the dilemmas of translating knowledge into clinical practice by describing her academic contributions to knowledge exchange within Family Systems Nursing (FSN). Teaching and research strategies are offered that address the circularity between science and practice knowledge. The evolution of 20 years of teaching, research, and clinical experience has resulted in the recent creation of a Center of Excellence in Family Nursing at the University of Montreal. The three main objectives of the Center uniquely focus on knowledge exchange by providing (a) a training context for skill development for nurses specializing in FSN, (b) a research milieu for knowledge "creation" and knowledge "in action" studies to further advance the practice of FSN, and (c) a family healing setting to support families who experience difficulty coping with health issues.

What Classical Musicians Can Learn from Working with Actors: Conceptual and Pedagogic Foundations and Outcomes of Bringing Musicians to Integrate in a Drama Training Environment

ERIC Educational Resources Information Center

Rea, Ken

2015-01-01

Effective teaching in a music conservatoire needs a continual quest to find new and better ways of delivering excellence. The challenge is to keep the work innovative. In this article I argue that, for a classical musician the communication of personality is a vital component of excellence in performance and I give reasons why an authentic,…

A Comprehensive Program to Prepare Graduate Students for Careers in College or University Teaching

NASA Astrophysics Data System (ADS)

Krane, K. S.

1999-05-01

Although most universities do a superb job of training graduate students in research, relatively few offer training to enable M.S. or Ph.D. students to achieve the same level of mastery in teaching as a preparation for a career as a faculty member in a college or university. At Oregon State University we offer a comprehensive program that prepares students for a variety of careers in physics teaching. For students interested in teaching at a two-year college, we offer a M.S. degree with a specialty in physics education along with a strongly mentored teaching intern program at a local community college. For Ph.D. students, we offer a seminar that addresses a full range of pedagogical and methodological issues involved in physics teaching, an apprentice program that pairs each student with a faculty member of recognized teaching ability, and a capstone experience (following the completion of the Ph.D. dissertation) as an instructor to fill sabbatical or other vacancies. The impact of the program is measured by its extraordinarily high success at placing students in teaching jobs.

Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

PubMed Central

Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny

2014-01-01

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939

Faculty development program models to advance teaching and learning within health science programs.

PubMed

Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M

2014-06-17

Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

Interprofessional transformation of clinical education: The first six years of the Veterans Affairs Centers of Excellence in Primary Care Education.

PubMed

Harada, Nancy D; Traylor, Laural; Rugen, Kathryn Wirtz; Bowen, Judith L; Smith, C Scott; Felker, Bradford; Ludke, Deborah; Tonnu-Mihara, Ivy; Ruberg, Joshua L; Adler, Jayson; Uhl, Kimberly; Gardner, Annette L; Gilman, Stuart C

2018-02-20

This paper describes the Centers of Excellence in Primary Care Education (CoEPCE), a seven-site collaborative project funded by the Office of Academic Affiliations (OAA) within the Veterans Health Administration of the United States Department of Veterans Affairs (VA). The CoEPCE was established to fulfill OAA's vision of large-scale transformation of the clinical learning environment within VA primary care settings. This was accomplished by funding new Centers within VA facilities to develop models of interprofessional education (IPE) to teach health professions trainees to deliver high quality interprofessional team-based primary care to Veterans. Using reports and data collected and maintained by the National Coordinating Center over the first six years of the project, we describe program inputs, the multicomponent intervention, activities undertaken to develop the intervention, and short-term outcomes. The findings have implications for lessons learned that can be considered by others seeking large-scale transformation of education within the clinical workplace and the development of interprofessional clinical learning environments. Within the VA, the CoEPCE has laid the foundation for IPE and collaborative practice, but much work remains to disseminate this work throughout the national VA system.

Coordinated Multiple Cadaver Use for Minimally Invasive Surgical Training

PubMed Central

Blaschko, Sarah D.; Brooks, H. Mark; Dhuy, S. Michael; Charest-Shell, Cynthia; Clayman, Ralph V.

2007-01-01

Background: The human cadaver remains the gold standard for anatomic training and is highly useful when incorporated into minimally invasive surgical training programs. However, this valuable resource is often not used to its full potential due to a lack of multidisciplinary cooperation. Herein, we propose the coordinated multiple use of individual cadavers to better utilize anatomical resources and potentiate the availability of cadaver training. Methods: Twenty-two postgraduate surgeons participated in a robot-assisted surgical training course that utilized shared cadavers. All participants completed a Likert 4-scale satisfaction questionnaire after their training session. Cadaveric tissue quality and the quality of the training session related to this material were assessed. Results: Nine participants rated the quality of the cadaveric tissue as excellent, 7 as good, 5 as unsatisfactory, and 1 as poor. Overall, 72% of participants who operated on a previously used cadaver were satisfied with their training experience and did not perceive the previous use deleterious to their training. Conclusion: The coordinated use of cadavers, which allows for multiple cadaver use for different teaching sessions, is an excellent training method that increases availability of human anatomical material for minimally invasive surgical training. PMID:18237501

Teaching Approaches of Beginning Teachers for Jewish Studies in Israeli "Mamlachti" Schools: A Case Study of a Jewish Education Teachers' Training Program for Outstanding Students

ERIC Educational Resources Information Center

Katzin, Ori

2015-01-01

This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers' training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils' attitudes toward Jewish subjects. We…

Integrating long-term science projects into K-12 curriculum: Fostering teacher-student engagement in urban environmental research through an NSF UCLA GK-12 program

NASA Astrophysics Data System (ADS)

Hogue, T. S.; Moldwin, M.; Nonacs, P.; Daniel, J.; Shope, R.

2009-12-01

A National Science Foundation Graduate Teaching Fellows in K- 12 Education program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA) has just completed its first year (of a five-year program) and has greatly expanded UCLA’s science and engineering partnerships with LA Unified and Culver City Unified School Districts. The SEE-LA program partners UCLA faculty, graduate students (fellows), middle and high school science teachers and their students into a program of science and engineering exploration that brings the environment of Los Angeles into the classroom. UCLA graduate fellows serve as scientists-in-residence at the four partner schools to integrate inquiry-based science and engineering lessons, facilitate advancements in science content teaching, and ultimately, to improve their own science communication skills. As part of their fellowship, graduate students are required to develop three inquiry-based lessons in their partner classroom, including a lesson focused on their dissertation research, a lesson focused on the environmental/watershed theme of the project, and a lesson that involves longer-term data collection and synthesis with the grade 6-12 teachers and students. The developed long-term projects ideally involve continued observations and analysis through the five-year project and beyond. During the first year of the project, the ten SEE-LA fellows developed a range of long-term research projects, from seasonal invertebrate observations in an urban stream system, to home energy consumption surveys, to a school bioblitz (quantification of campus animals and insects). Examples of lesson development and integration in the classroom setting will be highlighted as well as tools required for sustainability of the projects. University and local pre-college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the integration of sustainable research projects into K-12 curriculum.

Office of the Under Secretary of Defense (Comptroller)

Science.gov Websites

Estimates for FY 2019 (Green Book) PDF icon Excel icon (Zip File) Operations and Maintenance Overview Operation and Maintenance Overview PDF icon Budget Documents Military Personnel Programs (M-1) PDF icon Excel icon - Budget Appendix Display (M-1) Excel icon Operation and Maintenance Programs (O-1) PDF icon

Lessons Learned from Teaching Scratch as an Introduction to Object-Oriented Programming in Delphi

ERIC Educational Resources Information Center

van Zyl, Sukie; Mentz, Elsa; Havenga, Marietjie

2016-01-01

As part of curriculum changes in South Africa, an introductory programming language, Scratch, must first be taught before switching to the well-established teaching of Delphi. The nature of programming in Scratch is considerably different from that in Delphi. It was assumed that the teaching of Scratch as introductory programming language could…

ICE: An Automated Tool for Teaching Advanced C Programming

ERIC Educational Resources Information Center

Gonzalez, Ruben

2017-01-01

There are many difficulties with learning and teaching programming that can be alleviated with the use of software tools. Most of these tools have focused on the teaching of introductory programming concepts where commonly code fragments or small user programs are run in a sandbox or virtual machine, often in the cloud. These do not permit user…

A pilot educational intervention for headache and concussion: The headache and arts program.

PubMed

Minen, Mia T; Boubour, Alexandra

2018-05-15

Using a science, technology, engineering, arts, and mathematics (STEAM) curriculum, we developed, piloted, and tested the Headache and Arts Program. This program seeks to increase knowledge and awareness of migraine and concussion among high school students through a visual arts-based curriculum. We developed a 2-week Headache and Arts Program with lesson plans and art assignments for high school visual arts classes and an age-appropriate assessment to assess students' knowledge of migraine and concussion. We assessed students' knowledge through (1) the creation of artwork that depicted the experience of a migraine or concussion, (2) the conception and implementation of methods to transfer knowledge gained through the program, and (3) preassessment and postassessment results. The assessment was distributed to all students prior to the Headache and Arts Program. In a smaller sample, we distributed the assessment 3 months after the program to assess longitudinal effects. Descriptive analyses and p values were calculated using SPSS V.24 and Microsoft Excel. Forty-eight students participated in the research program. Students created artwork that integrated STEAM knowledge learned through the program and applied creative methods to teach others about migraine and concussion. At baseline, students' total scores averaged 67.6% correct. Total scores for the longitudinal preassessment, immediate postassessment, and delayed 3-month postassessment averaged 69.4%, 72.8%, and 80.0% correct, respectively. The use of a visual arts-based curriculum may be effective for migraine and concussion education among high school students. © 2018 American Academy of Neurology.

The Efficiency of the University Teaching and Learning Training Program (UTL) on Developing the Teaching Competencies of the Teaching Staff at Imam University

ERIC Educational Resources Information Center

AlRweithy, Eman; Alsaleem, Basma Issa

2014-01-01

This study aimed at presenting the University Teaching and Learning training program UTL and determining the efficiency of the UTL on developing the teaching competencies of the teaching staff at Imam University in Saudi Arabia. The results revealed that there were statistically significant differences between the performance of the training group…

An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

PubMed

Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

2015-01-01

The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring that educators are well equipped to support the development of necessary theoretical and applied competencies can be promoted by initiatives including the creation of tailored ethics teaching and evaluation tools, and by establishing communities of practice among ethics educators. This survey identified heterogeneity in ethics teaching content, format and duration, and location within the curriculum. In order to be able to assess more precisely the place accorded to ethics teaching in PT and OT programs, careful mapping of ethics content inside and across rehabilitation programs is needed - both in Canada and internationally. These initiatives would help advance understanding of ethics teaching practices in rehabilitation.

Supporting Junior Faculty through a Teaching Fellows Program.

ERIC Educational Resources Information Center

Austin, Ann E.

1992-01-01

The Lily Endowment Teaching Fellows Program supports the professional development of junior faculty through regular group meetings, individual projects, release time from teaching responsibilities, senior faculty mentors, and retreats and conferences. Positive impact is reported for teaching skills and attitudes, collegial contacts, perceived…

The role of librarians in teaching evidence-based medicine to pediatric residents: a survey of pediatric residency program directors

PubMed Central

Boykan, Rachel; Jacobson, Robert M.

2017-01-01

Objective: The research sought to identify the general use of medical librarians in pediatric residency training, to define the role of medical librarians in teaching evidence-based medicine (EBM) to pediatric residents, and to describe strategies and curricula for teaching EBM used in pediatric residency training programs. Methods: We sent a 13-question web-based survey through the Association of Pediatric Program Directors to 200 pediatric residency program directors between August and December 2015. Results: A total of 91 (46%) pediatric residency program directors responded. Most (76%) programs had formal EBM curricula, and more than 75% of curricula addressed question formation, searching, assessment of validity, generalizability, quantitative importance, statistical significance, and applicability. The venues for teaching EBM that program directors perceived to be most effective included journal clubs (84%), conferences (44%), and morning report (36%). While 80% of programs utilized medical librarians, most of these librarians assisted with scholarly or research projects (74%), addressed clinical questions (62%), and taught on any topic not necessarily EBM (58%). Only 17% of program directors stated that librarians were involved in teaching EBM on a regular basis. The use of a librarian was not associated with having an EBM curriculum but was significantly associated with the size of the program. Smaller programs were more likely to utilize librarians (100%) than were medium (71%) or large programs (75%). Conclusions: While most pediatric residency programs have an EBM curriculum and engage medical librarians in various ways, librarians’ expertise in teaching EBM is underutilized. Programs should work to better integrate librarians’ expertise, both in the didactic and clinical teaching of EBM. PMID:28983199

Experiences of clinical teaching for dental core trainees working in hospital.

PubMed

Mannion, C J; Brotherton, P

2014-07-11

There is recognition that the provision of excellence in education and training results in a skilled and competent workforce. However, the educational experiences of dental core trainees (DCT's) working in the hospital oral and maxillofacial surgery (OMFS) setting have not been previously investigated. In this paper, we examine DCT's learning experiences both 'formal' and 'non-formal' within the hospital setting of ward and clinic-based teaching. Are hospital dental core trainees receiving a meaningful educational experience? To conclude this paper, the authors recommend methods, based upon sound educational principles, to maximise the value of clinical sessions for teaching.

Increasing Retention and Graduation Rates through a STEM Learning Community

ERIC Educational Resources Information Center

Dagley, Melissa; Georgiopoulos, Michael; Reece, Amber; Young, Cynthia

2016-01-01

The EXCEL Program began as a National Science Foundation-sponsored STEM Talent Expansion Program in 2006 and, because of its significant impact on retention of STEM majors, has since become an institutionalized program at the University of Central Florida. The University of Central Florida EXCEL Program annually recruits approximately 200…

Current trends in community-based clinical teaching programs in U.K.and Ireland dental schools.

PubMed

Lynch, Christopher D; Ash, Peter J; Chadwick, Barbara L

2013-05-01

Community-based clinical teaching/outreach programs using a variety of approaches have been established in many predoctoral dental schools around the world. The aim of this article is to report current trends in the teaching of community-based clinical teaching/outreach teaching in dental schools in the United Kingdom and Ireland. In late 2010-early 2011, a questionnaire was distributed by e-mail to deans of the eighteen established dental schools in the United Kingdom and Ireland. The questionnaire included both open and closed questions relating to current and anticipated trends in community-based clinical teaching. Fourteen responses were received (response rate=78 percent). All fourteen responding schools reported inclusion of a community-based clinical teaching program. Ten schools indicated that their program was based on total patient (comprehensive) care including the treatment of child patients. In nine schools, the program is directed by a senior clinical academic in restorative dentistry. As well as student dentists, ten schools and seven schools include teaching of student dental therapists and student dental hygienists, respectively. There is a varied experience within the schools surveyed in terms of the extent, nature, and content of these programs. Overall, however, community-based clinical teaching was seen as part of the future of dental school education in many schools as an ideal way of preparing graduates for Dental Foundation Training and subsequent independent practice.

Near-peer education: a novel teaching program.

PubMed

de Menezes, Sara; Premnath, Daphne

2016-05-30

This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.

How can clinician-educator training programs be optimized to match clinician motivations and concerns?

PubMed

McCullough, Brendan; Marton, Gregory E; Ramnanan, Christopher J

2015-01-01

Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. Review of medical education literature using the terms "attitudes", "motivations", "physicians", "teaching", and "undergraduate medical education" resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education.

Chief Dull Knife Community Is Strengthening the Northern Cheyenne Language and Culture.

ERIC Educational Resources Information Center

Littlebear, Richard E.

2003-01-01

Language revitalization programs should focus on whether they want to teach the language, teach about the language, teach with the language, or teach the language for academic credit. A program at Chief Dull Knife College (Montana) teaches the Cheyenne language using the Total Physical Response method, which replicates the manner in which first…

Teaching Machines and Programmed Instruction; an Introduction.

ERIC Educational Resources Information Center

Fry, Edward B.

Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

Use of a business excellence model to improve conservation programs.

PubMed

Black, Simon; Groombridge, Jim

2010-12-01

The current shortfall in effectiveness within conservation biology is illustrated by increasing interest in "evidence-based conservation," whose proponents have identified the need to benchmark conservation initiatives against actions that lead to proven positive effects. The effectiveness of conservation policies, approaches, and evaluation is under increasing scrutiny, and in these areas models of excellence used in business could prove valuable. Typically, conservation programs require years of effort and involve rigorous long-term implementation processes. Successful balance of long-term efforts alongside the achievement of short-term goals is often compromised by management or budgetary constraints, a situation also common in commercial businesses. "Business excellence" is an approach many companies have used over the past 20 years to ensure continued success. Various business excellence evaluations have been promoted that include concepts that could be adapted and applied in conservation programs. We describe a conservation excellence model that shows how scientific processes and results can be aligned with financial and organizational measures of success. We applied the model to two well-documented species conservation programs. In the first, the Po'ouli program, several aspects of improvement were identified, such as more authority for decision making in the field and better integration of habitat management and population recovery processes. The second example, the black-footed ferret program, could have benefited from leadership effort to reduce bureaucracy and to encourage use of best-practice species recovery approaches. The conservation excellence model enables greater clarity in goal setting, more-effective identification of job roles within programs, better links between technical approaches and measures of biological success, and more-effective use of resources. The model could improve evaluation of a conservation program's effectiveness and may be used to compare different programs, for example during reviews of project performance by sponsoring organizations. © 2010 Society for Conservation Biology.

Training of Trainers (ToT) Program in Team Teaching

NASA Astrophysics Data System (ADS)

Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

Early Career Outcomes for the "Best and the Brightest": Selectivity, Satisfaction, and Attrition in the Beginning Teacher Longitudinal Survey

ERIC Educational Resources Information Center

Kelly, Sean; Northrop, Laura

2015-01-01

Educational efforts aimed at attracting the "best and brightest" into the teaching profession are widespread and include national programs, such as Teach for America and the New Teacher Project Teaching Fellows, as well as regional and state-based programs, city-based programs, and university-based programs. Yet, studies of attrition in…

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

PubMed

Lane, India F; Strand, Elizabeth

2008-01-01

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