Bringing Research Tools into the Classroom

ERIC Educational Resources Information Center

Shubert, Charles; Ceraj, Ivica; Riley, Justin

2009-01-01

The advancement of computer technology used for research is creating the need to change the way classes are taught in higher education. "Bringing Research Tools into the Classroom" has become a major focus of the work of the Office of Educational Innovation and Technology (OEIT) for the Dean of Undergraduate Education (DUE) at the…

Virtual and Traditional Slides for Teaching Cellular Morphology to Medical Laboratory Science Undergraduates: A Comparative Study of Performance Outcomes, Retention, and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Solberg, Brooke L.

2011-01-01

As a result of massive retirement and educational program expense and closure, the field of Medical Laboratory Science (MLS) is facing a critical workforce shortage. Combatting this issue by increasing undergraduate class size is a difficult proposition due to the intense psychomotor curricular requirements of MLS programs. Technological advances…

A Multidisciplinary Education Framework That Exploits IT Undergraduates to Eliminating Lack of IT Skills in Non-IT Graduate Disciplines

ERIC Educational Resources Information Center

Elçi, Alev; Amca, Hasan

2005-01-01

Due to the lack of necessary Computing and Information Technology (IT) skills, education in many disciplines, such as, Communication and Media Studies, Education and Economy were said, not to have produced the results demanded by the related industries. Here, we suggest an effective and economically feasible educational framework where the…

Styles of Self-Regulation of Learning Activities of University Students

ERIC Educational Resources Information Center

Khusainova, Rezeda M.; Ivutina, Helena P.

2016-01-01

The relevance of the study is largely due to changes in the country's education system in recent years, in particular--the transition to a two-tier system of education--undergraduate and graduate--the purpose of which is to improve learning efficiency. One feature of this system is to strengthen the role of independent educational activity of…

Activities in Support of Two-Year College Science, Engineering, Technology, and Mathematics Education, Fiscal Year 1993. Highlights.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Directorate for Education and Human Resources.

This report describes the efforts of the National Science Foundation (NSF) and its Division of Undergraduate Education (DUE) to provide educational support to two-year colleges to strengthen science, technology, engineering, and mathematics programs through grants, collaborative efforts, and support for curriculum materials and teacher activities.…

Viewpoint of Undergraduate Engineering Students on Plagiarism

ERIC Educational Resources Information Center

Starovoytova, Diana; Namango, Saul Sitati

2016-01-01

Undoubtedly, plagiarism has been a global concern, especially so, in institutions of higher learning. Furthermore, over the past decades, cases of student plagiarism, in higher education, have increased, substantially. This issue cannot be taken, without due consideration, and it is crucial for educators, and universities, at large, to find the…

Accreditation standards for undergraduate forensic science programs

NASA Astrophysics Data System (ADS)

Miller, Marilyn Tebbs

Undergraduate forensic science programs are experiencing unprecedented growth in numbers of programs offered and, as a result, student enrollments are increasing. Currently, however, these programs are not subject to professional specialized accreditation. This study sought to identify desirable student outcome measures for undergraduate forensic science programs that should be incorporated into such an accreditation process. To determine desirable student outcomes, three types of data were collected and analyzed. All the existing undergraduate forensic science programs in the United States were examined with regard to the input measures of degree requirements and curriculum content, and for the output measures of mission statements and student competencies. Accreditation procedures and guidelines for three other science-based disciplines, computer science, dietetics, and nursing, were examined to provide guidance on accreditation processes for forensic science education programs. Expert opinion on outcomes for program graduates was solicited from the major stakeholders of undergraduate forensic science programs-forensic science educators, crime laboratory directors, and recent graduates. Opinions were gathered by using a structured Internet-based survey; the total response rate was 48%. Examination of the existing undergraduate forensic science programs revealed that these programs do not use outcome measures. Of the accreditation processes for other science-based programs, nursing education provided the best model for forensic science education, due primarily to the balance between the generality and the specificity of the outcome measures. From the analysis of the questionnaire data, preliminary student outcomes, both general and discipline-specific, suitable for use in the accreditation of undergraduate forensic science programs were determined. The preliminary results were reviewed by a panel of experts and, based on their recommendations, the outcomes identified were revised and refined. The results of this study were used to identify student outcomes and to suggest accreditation standards and an accreditation process for undergraduate forensic science programs based on those outcomes.

Educational Awareness of Biotechnology Issues among Undergraduate Students at the United Arab Emirates University

ERIC Educational Resources Information Center

AbuQamar, Synan; Alshannag, Qasim; Sartawi, Abdelaziz; Iratni, Rabah

2015-01-01

Due to its valuable benefits and potential risks, there is a progressing debate among opponents and proponents of biotechnology in recent decades. Previous studies have shown that lack of knowledge about biotechnology remains the concern about genetically modified organisms/food (GMO/GMF). This study assessed levels of educational awareness…

Life Science Professional Societies Expand Undergraduate Education Efforts

PubMed Central

Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

2017-01-01

The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives. PMID:28130272

Visual analytics in medical education: impacting analytical reasoning and decision making for quality improvement.

PubMed

Vaitsis, Christos; Nilsson, Gunnar; Zary, Nabil

2015-01-01

The medical curriculum is the main tool representing the entire undergraduate medical education. Due to its complexity and multilayered structure it is of limited use to teachers in medical education for quality improvement purposes. In this study we evaluated three visualizations of curriculum data from a pilot course, using teachers from an undergraduate medical program and applying visual analytics methods. We found that visual analytics can be used to positively impacting analytical reasoning and decision making in medical education through the realization of variables capable to enhance human perception and cognition on complex curriculum data. The positive results derived from our evaluation of a medical curriculum and in a small scale, signify the need to expand this method to an entire medical curriculum. As our approach sustains low levels of complexity it opens a new promising direction in medical education informatics research.

Assessing an effective undergraduate module teaching applied bioinformatics to biology students

PubMed Central

2018-01-01

Applied bioinformatics skills are becoming ever more indispensable for biologists, yet incorporation of these skills into the undergraduate biology curriculum is lagging behind, in part due to a lack of instructors willing and able to teach basic bioinformatics in classes that don’t specifically focus on quantitative skill development, such as statistics or computer sciences. To help undergraduate course instructors who themselves did not learn bioinformatics as part of their own education and are hesitant to plunge into teaching big data analysis, a module was developed that is written in plain-enough language, using publicly available computing tools and data, to allow novice instructors to teach next-generation sequence analysis to upper-level undergraduate students. To determine if the module allowed students to develop a better understanding of and appreciation for applied bioinformatics, various tools were developed and employed to assess the impact of the module. This article describes both the module and its assessment. Students found the activity valuable for their education and, in focus group discussions, emphasized that they saw a need for more and earlier instruction of big data analysis as part of the undergraduate biology curriculum. PMID:29324777

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

Undergraduate Chemistry Education: A Workshop Summary

ERIC Educational Resources Information Center

Sawyer, Keegan; Alper, Joe

2014-01-01

"Undergraduate Chemistry Education" is the summary of a workshop convened in May 2013 by the Chemical Science Roundtable of the National Research Council to explore the current state of undergraduate chemistry education. Research and innovation in undergraduate chemistry education has been done for many years, and one goal of this…

Life Science Professional Societies Expand Undergraduate Education Efforts

ERIC Educational Resources Information Center

Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

2017-01-01

The "Vision and Change in Undergraduate Biology Education" reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by…

Who Is Listening? An Examination of Gender Effects and Employment Choice in Sustainability Education in an Undergraduate Business School

ERIC Educational Resources Information Center

Weaven, Scott; Griffin, Deborah; McPhail, Ruth; Smith, Calvin

2013-01-01

Whilst universities acknowledge the importance of sustainability education, numerous problems exist in relation to the nature, delivery and outcomes of sustainability instruction. Many of these problems arise due to a lack of understanding about students' perception towards, and knowledge about business sustainability. This article examines…

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

Academic program models for undergraduate biomedical engineering.

PubMed

Krishnan, Shankar M

2014-01-01

There is a proliferation of medical devices across the globe for the diagnosis and therapy of diseases. Biomedical engineering (BME) plays a significant role in healthcare and advancing medical technologies thus creating a substantial demand for biomedical engineers at undergraduate and graduate levels. There has been a surge in undergraduate programs due to increasing demands from the biomedical industries to cover many of their segments from bench to bedside. With the requirement of multidisciplinary training within allottable duration, it is indeed a challenge to design a comprehensive standardized undergraduate BME program to suit the needs of educators across the globe. This paper's objective is to describe three major models of undergraduate BME programs and their curricular requirements, with relevant recommendations to be applicable in institutions of higher education located in varied resource settings. Model 1 is based on programs to be offered in large research-intensive universities with multiple focus areas. The focus areas depend on the institution's research expertise and training mission. Model 2 has basic segments similar to those of Model 1, but the focus areas are limited due to resource constraints. In this model, co-op/internship in hospitals or medical companies is included which prepares the graduates for the work place. In Model 3, students are trained to earn an Associate Degree in the initial two years and they are trained for two more years to be BME's or BME Technologists. This model is well suited for the resource-poor countries. All three models must be designed to meet applicable accreditation requirements. The challenges in designing undergraduate BME programs include manpower, facility and funding resource requirements and time constraints. Each academic institution has to carefully analyze its short term and long term requirements. In conclusion, three models for BME programs are described based on large universities, colleges, and community colleges. Model 1 is suitable for research-intensive universities. Models 2 and 3 can be successfully implemented in higher education institutions with low and limited resources with appropriate guidance and support from international organizations. The models will continually evolve mainly to meet the industry needs.

Profiling undergraduates' generic learning skills on entry to medical school; an international study.

PubMed

Murdoch-Eaton, D; Manning, D; Kwizera, E; Burch, V; Pell, G; Whittle, S

2012-01-01

Medical education faces challenges posed by widening access to training, a demand for globally competent healthcare workers and progress towards harmonisation of standards. To explore potential challenges arising from variation in diversity and educational background of medical school entrants. This study investigated the reported experience and confidence, in a range of 31 generic skills underpinning learning, of 2606 medical undergraduates entering 14 medical schools in England and South Africa, using a validated questionnaire. Responses suggest that there is considerable similarity in prior educational experience and confidence skills profiles on entry to South African and English medical schools. South African entrants reported significantly more experience in 'Technical skills', 'Managing their own Learning', and 'Presentation', while English students reported increased experience in 'IT' skills. South African undergraduates reported more confidence in 'Information Handling', while English students were more confident in 'IT' skills. The most noticeable difference, in 'IT' skills, is probably due to documented differences in access to computer facilities at high school level. Differences between individual schools within each country are noticeable. Educators need to acquire a good understanding of their incoming cohorts, and ensure necessary tailored support for skills development.

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

36 CFR § 1211.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

Choosing appropriate independent variable in educational experimental research: some errors debunked

NASA Astrophysics Data System (ADS)

Panjaitan, R. L.

2018-03-01

It is found that a number of quantitative research reports of some beginning researchers, especially undergraduate students, tend to ‘merely’ quantitative with not really proper understanding of variables involved in the research. This paper focuses on some mistakes related to independent variable determination in experimental research in education. With literature research methodology, data were gathered from an undergraduate student’s thesis as a single non-human subject. This data analysis resulted some findings, such as misinterpreted variables that should have represented the research question, and unsuitable calculation of determination coefficient due to incorrect independent variable determination. When a researcher misinterprets data as data that could behave as the independent variable but actually it could not, all of the following data processes become pointless. These problems might lead to inaccurate research conclusion. In this paper, the problems were analysed and discussed. To avert the incorrectness in processing data, it is suggested that undergraduate students as beginning researchers have adequate statistics mastery. This study might function as a resource to researchers in education to be aware to and not to redo similar errors.

Biomedical engineering education at Politecnico di Milano: development and recent changes.

PubMed

Baselli, G

2009-05-01

The biomedical engineering (BME) programme at the Politecnico di Milano (POLIMI) is characterized by a strong interdisciplinary background in a broad range of engineering subjects applied to biology and medicine. Accordingly, the undergraduate level (3 years) provides a general education, which includes mechanics, chemistry and materials, electronics, and information technology both in the context of general engineering and within BME foundations. In contrast, the postgraduate programme (2 years) offers a broad choice of specializations in BME fields in close connection with the BME research activities and laboratories of the campus and with active interchange with the other engineering disciplines. The history of BME development at POLIMI is briefly recalled, together with the characteristics of educational and research work, which is strongly biased by a large polytechnic university with no medical school within the same campus; points of strength and weakness due to this background are discussed. The introduction of a double cycle (undergraduate and postgraduate) according to the Bologna process (2000) and the effects on the programme structure is considered. An early phase in which professional education was emphasized at undergraduate level is recalled, which was followed by the actual revision fostering basic engineering and BME education at the first level while leaving in-depth specialization to postgraduate studies or to on-the-job training.

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

Preparing our Future Teachers, a Paper for ISA Panel on Undergraduate Education.

ERIC Educational Resources Information Center

Lovell, John P.

College and university professors tend to be highly professional in regard to their academic discipline but not to their teaching role. This failure is due in part to the academic reward structure and in part to a general disdain for the pedagogical concerns of the schools of education. The impression held by graduate schools that there is nothing…

Motivations and Barriers in Undergraduate Students' Decisions to Enroll in Placement Courses in the UK

ERIC Educational Resources Information Center

Balta, Maria Elisavet; Coughlan, Jane-Lisa; Hobson, Peter

2012-01-01

Due to recent changes in higher education and the increased demand for highly qualified candidates in the labor market, the employability of U.K. graduates has become a key performance indicator for universities. Institutions of higher education attempt to address employability by delivering a skilled workforce that will ensure the U.K.'s…

Evolution of Physical Education Undergraduate Majors in Higher Education in China

ERIC Educational Resources Information Center

Jiahong, Wang; Xiang, Ping; Dazhi, Zhang; Liu, Weidong; Gao, Xiaofeng

2017-01-01

Physical education (PE) undergraduate programs in higher education in China have evolved over the last 100 years. As a result, a comprehensive system of physical education undergraduate majors in higher education has been established in today's colleges/universities in China. The large number of students who have completed a physical education…

Educational attainment among long-term survivors of cancer in childhood and adolescence: a Norwegian population-based cohort study.

PubMed

Ghaderi, Sara; Engeland, Anders; Gunnes, Maria Winther; Moster, Dag; Ruud, Ellen; Syse, Astri; Wesenberg, Finn; Bjørge, Tone

2016-02-01

The number of young cancer survivors has increased over the past few decades due to improvement in treatment regimens, and understanding of long-term effects among the survivors has become even more important. Educational achievements and choice of educational fields were explored here. Five-year cancer survivors born in Norway during 1965-1985 (diagnosed <19 years) were included in our analysis by linking Norwegian population-based registries. Cox regression was applied to study the educational attainment among survivors of central nervous system (CNS) tumours, those assumed to have received CNS-directed therapy, and other cancer survivors relative to the cancer-free population. Logistic regression was used to compare the choice of educational fields between the cancer survivors at undergraduate and graduate level and the cancer-free population. Overall, a lower proportion of the cancer survivors completed intermediate (67 vs. 70 %), undergraduate (31 vs. 35 %) and graduate education (7 vs. 9 %) compared with the cancer-free population. Deficits in completion of an educational level were mainly observed among survivors of CNS-tumours and those assumed to have received CNS-directed therapy. Choices of educational fields among cancer survivors were in general similar with the cancer-free population at both undergraduate and graduate levels. Survivors of CNS-tumours and those assumed to have received CNS-directed therapy were at increased risk for educational impairments compared with the cancer-free population. Choices of educational fields were in general similar. Careful follow-up of the survivors of CNS-tumours and those assumed to have received CNS-directed therapy is important at each level of education.

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2011 CFR

2011-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2014 CFR

2014-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2012 CFR

2012-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2013 CFR

2013-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

Life Science Professional Societies Expand Undergraduate Education Efforts.

PubMed

Matyas, Marsha Lakes; Ruedi, Elizabeth A; Engen, Katie; Chang, Amy L

2017-01-01

The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives. © 2017 M. L. Matyas et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

DoD Educational Intervention Programs for Scientists and Engineers.

DTIC Science & Technology

1995-10-01

Nabeel , ed. The Condition of Education: 1993. Washington, D.C.: U.S.Department of Education, National Center for Education Statistics (NCES 93-290), p...Naval Facilities I Undergraduate Academic Program Undergraduate Navy Naval Ocean Sy Cooperative Education Program (COOP) Undergraduate Navy Naval... Nabeel , ed. The Condition of Education: 1993. Washington, D.C.: U.S. Department of Education, National Center for Education Statistics (NCES 93-290

[Health education from the perspective of nursing undergraduate students].

PubMed

Colomé, Juliana Silveira; de Oliveira, Dora Lucia Leidens Corrêa

2008-09-01

In the field of health practices, there are different models of health education. The objective of this article was to identify undergraduates' concepts of health education. This descriptive exploratory study used a qualitative approach. It was developed in the Undergraduate Nursing Courses of the Federal University of Santa Maria and Federal University of Rio Grande do Sul, Brazil. Subjects were undergraduate students of the last semester before graduation. Data were collected using a semistructured interview, and submitted to thematic content analysis. The results suggest that the undergraduate nursing students' training as health educators is permeated by concepts that are a mixture of traditional and modern assumptions on health education.

Linguistics, Cognitive Science and Liberal Education. Linguistics in the Undergraduate Curriculum, Appendix 4-H.

ERIC Educational Resources Information Center

Heny, Frank

The goals of liberal education are to deepen the understanding of the nature of humankind and of the human condition. In the last half century, fundamental changes have occurred in perceptions of how the human species relates to the rest of the universe, due to developments in science and the creation of the cognitive sciences. There is now the…

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

University of Maryland MRSEC - Education: College

Science.gov Websites

; (we call this type of surface a vicinal surface). Modern scanned-probe microscopes, such as the STM Educational Education Pre-College Programs Homeschool Programs Undergraduate & Graduate Programs Teacher MRSEC Templates Opportunities Search Home » Education » Undergraduate/Graduate Programs Undergraduate

A distance education in undergraduate dietetic education.

PubMed

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

2005-01-01

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

May I see your ID, please? An explorative study of the professional identity of undergraduate medical education leaders.

PubMed

Sundberg, Kristina; Josephson, Anna; Reeves, Scott; Nordquist, Jonas

2017-02-01

The mission of undergraduate medical education leaders is to strive towards the enhancement of quality of medical education and health care. The aim of this qualitative study is, with the help of critical perspectives, to contribute to the research area of undergraduate medical education leaders and their identity formation; how can the identity of undergraduate medical education leaders be defined and further explored from a power perspective? In this explorative study, 14 educational leaders at a medical programme in Scandinavia were interviewed through semi-structured interviews. The data was analysed through Moustakas' structured, phenomenological analysis approach and then pattern matched with Gee's power-based identity model. Educational leaders identify themselves more as mediators than leaders and do not feel to any larger extent that their professional identity is authorised by the university. These factors potentially create difficulties when trying to communicate with medical teachers, often also with a weaker sense of professional identity, about medical education. The perceptions of the professional identity of undergraduate medical education leaders provide us with important notions on the complexities on executing their important mission to develop medical education: their perceptions of ambiguity towards the process of trying to lead teachers toward educational development and a perceived lack of authorisation of their work from the university level. These are important flaws to observe and correct when improving the context in which undergraduate medical education leaders are trying to develop and improve undergraduate medical programmes. A practical outcome of the results of this study is the facilitation of design of faculty development programmes for educational leaders in undergraduate medial education.

Investigation of Undergraduate Students' Environmental Attitudes

ERIC Educational Resources Information Center

Köse, Sacit; Savran Gencer, Ayse; Gezer, Kudret; Erol, Gül Hanim; Bilen, Kadir

2011-01-01

Environmental education has been viewed as an important way to educate students about environmental issues beginning from pre-school to higher education. This study is a part of this field- namely, undergraduate environmental education. The purpose of the study is to explore undergraduate students' attitudes towards environment at the end of the…

Personal and Professional Characteristics of Music Education Professors: Factors Associated with Expectations and Preferences of Undergraduate Students

ERIC Educational Resources Information Center

Robison, Tiger

2016-01-01

The purpose of this study was to examine music education undergraduate students' expectations of and preferences for their music education faculty members' personal and professional backgrounds and compare them to the actual backgrounds of current music teacher educators. The research questions were: Do music education undergraduate students…

Opinions of In-Service and Pre-Service Special Education Teachers on the Competencies of the Undergraduate Special Education Programs

ERIC Educational Resources Information Center

Ergul, Cevriye; Baydik, Berrin; Demir, Seyda

2013-01-01

The purpose of this study was to examine the opinions of in-service and pre-service special education teachers on the undergraduate special education programs, field competencies, and their own professional competence. Participants' suggestions for improving undergraduate special education programs and in-service training programs including topics…

End-of-life care curricula in undergraduate medical education: a comparison of allopathic and osteopathic medical schools.

PubMed

Rothman, Margaret D; Gugliucci, Marilyn R

2008-01-01

End-of-life care curricula in osteopathic medical schools were compared with allopathic school offerings. An 8-question online survey of undergraduate medical education administrators at all United States osteopathic medical schools (n = 26) and 26 allopathic schools geographically closest to them was conducted in 2007. Responses from 80% (n = 21) of osteopathic schools and 77% (n = 20) of allopathic schools revealed that both osteopathic and allopathic medical schools offered end-of-life care education. Of note is that 71% of the osteopathic medical school respondents had a course that concentrates on end-of-life care compared with 37% of allopathic school respondents (P = .03). This disparity in percentages may be due to a number of reasons, 2 of which may include course identification methods and the primary care orientation and philosophy inherent in osteopathic medical schools.

Computational Physics? Some perspectives and responses of the undergraduate physics community

NASA Astrophysics Data System (ADS)

Chonacky, Norman

2011-03-01

Any of the many answers possible to the evocative question ``What is ...'' will likely be heavily shaded by the experience of the respondent. This is partly due to absence of a canon of practice in this still immature, hence dynamic and exciting, method of physics. The diversity of responses is even more apparent in the area of physics education, and more disruptive because an undergraduate educational canon uniformly accepted across institutions for decades already exists. I will present evidence of this educational community's lagging response to the challenge of the current dynamic and diverse practice of computational physics in research. I will also summarize current measures that attempt respond to this lag, discuss a researched-based approach for moving beyond these early measures, and suggest how DCOMP might help. I hope this will generate criticisms and concurrences from the floor. Research support for material in this talk was from: IEEE-Computer Society; Shodor Foundation; Teragrid Project.

Humanities in undergraduate medical education: a literature review.

PubMed

Ousager, Jakob; Johannessen, Helle

2010-06-01

Humanities form an integral part of undergraduate medical curricula at numerous medical schools all over the world, and medical journals publish a considerable quantity of articles in this field. The aim of this study was to determine the extent to which the literature on humanities in undergraduate medical education seeks to provide evidence of a long-term impact of this integration of humanities in undergraduate medical education. Medline was searched for publications concerning the humanities in undergraduate medical education appearing from January 2000 to December 2008. All articles were manually sorted by the authors. Two hundred forty-five articles were included in the study. Following a qualitative analysis, the references included were categorized as "pleading the case," "course descriptions and evaluations," "seeking evidence of long-term impact," or "holding the horses." Two hundred twenty-four articles out of 245 either praised the (potential) effects of humanities on medical education or described existing or planned courses without offering substantial evidence of any long-term impact of these curricular activities on medical proficiency. Only 9 articles provided evidence of attempts to document long-term impacts using diverse test tools, and 10 articles presented relatively reserved attitudes toward humanities in undergraduate medical education. Evidence on the positive long-term impacts of integrating humanities into undergraduate medical education is sparse. This may pose a threat to the continued development of humanities-related activities in undergraduate medical education in the context of current demands for evidence to demonstrate educational effectiveness.

The Current Use of Social Media in Undergraduate Nursing Education: A Review of the Literature.

PubMed

Ross, Jennifer Gunberg; Myers, Shannon Marie

2017-07-01

Social media, including blogs, Twitter, wikis, Facebook, YouTube, and Ning, provides an opportunity for nurse educators to engage undergraduate nursing students who are members of the millennial generation in active learning while enhancing knowledge and fostering communication. Despite the rise of social media usage in undergraduate nursing education, there is a significant deficiency of empirical evidence supporting the efficacy and outcomes of these teaching strategies. This article provides an overview of social media use in undergraduate nursing education and a review of the existing research related to social media use in prelicensure nursing education. Overall, undergraduate nursing students respond positively to social media use in nursing education; however, no outcome measures are available to determine the effect of these teaching strategies on student learning.

Human Salivary Alpha-Amylase (EC.3.2.1.1) Activity and Periodic Acid and Schiff Reactive (PAS) Staining: A Useful Tool to Study Polysaccharides at an Undergraduate Level

ERIC Educational Resources Information Center

Fernandes, Ruben; Correia, Rossana; Fonte, Rosalia; Prudencio, Cristina

2006-01-01

Health science education is presently in discussion throughout Europe due to the Bologna Declaration. Teaching basic sciences such as biochemistry in a health sciences context, namely in allied heath education, can be a challenging task since the students of preclinical health sciences are not often convinced that basic sciences are clinically…

Resources to Transform Undergraduate Geoscience Education: Activities in Support of Earth, Oceans and Atmospheric Sciences Faculty, and Future Plans

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Singer, J.

2013-12-01

The NSF offers funding programs that support geoscience education spanning atmospheric, oceans, and Earth sciences, as well as environmental science, climate change and sustainability, and research on learning. The 'Resources to Transform Undergraduate Geoscience Education' (RTUGeoEd) is an NSF Transforming Undergraduate Education in STEM (TUES) Type 2 special project aimed at supporting college-level geoscience faculty at all types of institutions. The project's goals are to carry out activities and create digital resources that encourage the geoscience community to submit proposals that impact their courses and classroom infrastructure through innovative changes in instructional practice, and contribute to making transformative changes that impact student learning outcomes and lead to other educational benefits. In the past year information sessions were held during several national and regional professional meetings, including the GSA Southeastern and South-Central Section meetings. A three-day proposal-writing workshop for faculty planning to apply to the TUES program was held at the University of South Florida - Tampa. During the workshop, faculty learned about the program and key elements of a proposal, including: the need to demonstrate awareness of prior efforts within and outside the geosciences and how the proposed project builds upon this knowledge base; need to fully justify budget and role of members of the project team; project evaluation and what matters in selecting a project evaluator; and effective dissemination practices. Participants also spent time developing their proposal benefitting from advice and feedback from workshop facilitators. Survey data gathered from workshop participants point to a consistent set of challenges in seeking grant support for a desired educational innovation, including poor understanding of the educational literature, of available funding programs, and of learning assessment and project evaluation. Many also noted that their institutions did not recognize the value of education-related scholarly activities, or undervaluing it compared to more traditional research activities. Given this reality, faculty desire strategies for balancing their time to allow time to pursue both. The current restructuring of NSF educational programs raises questions regarding future directions and the scale of support that may be available from the proposed Catalyzing Advances in Undergraduate STEM Education (CAUSE) Program. At the time of writing this abstract, specific details have not been communicated, but it appears that CAUSE could encompass components from several programs within the Division of Undergraduate Education's TUES, STEP, and WIDER programs, as well as the Geoscience Education and OEDG programs in the Geosciences Directorate. The RTUGeoEd project will continue to provide support to faculty seeking CAUSE (and other educational funding within DUE).

Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

NASA Astrophysics Data System (ADS)

Goebel, Camille A.

This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated that the experience validated their science and science-related career choices. Results imply that these changes have the potential to strengthen the undergraduate pursuit of science-related careers and will contribute positive influences to our education system and society at large.

Whatever happened to the human experience in undergraduate psychology? Comment on the special issue on undergraduate education in psychology (2016).

PubMed

Yakushko, Oksana; Hook, Derek

2017-01-01

This comment addresses the omission of a series of critical reflections in recent discussions of undergraduate education in psychology. The lack of a stronger focus on human meaning and experience, on social context, on methodological diversity, and on social critique limits the critical horizons of undergraduate psychology education. Many perspectives are routinely excluded from undergraduate psychology curricula and associated guidelines, particularly psychoanalytic theories, human science approaches, and related critical standpoints. These perspectives can offer an educational focus vital for development of students capable of critical reflection and social action. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Ways to Improve Undergraduate Education Sought by New Alliance of State Universities.

ERIC Educational Resources Information Center

Heller, Scott

1987-01-01

Representatives from 12 state universities have formed the Alliance for Undergraduate Education to prove that attention is being paid to undergraduates on their campuses. Participants expect to discuss how to avoid the depersonalization of large campuses and packed undergraduate classrooms. (MLW)

Integrating numerical computation into the undergraduate education physics curriculum using spreadsheet excel

NASA Astrophysics Data System (ADS)

Fauzi, Ahmad

2017-11-01

Numerical computation has many pedagogical advantages: it develops analytical skills and problem-solving skills, helps to learn through visualization, and enhances physics education. Unfortunately, numerical computation is not taught to undergraduate education physics students in Indonesia. Incorporate numerical computation into the undergraduate education physics curriculum presents many challenges. The main challenges are the dense curriculum that makes difficult to put new numerical computation course and most students have no programming experience. In this research, we used case study to review how to integrate numerical computation into undergraduate education physics curriculum. The participants of this research were 54 students of the fourth semester of physics education department. As a result, we concluded that numerical computation could be integrated into undergraduate education physics curriculum using spreadsheet excel combined with another course. The results of this research become complements of the study on how to integrate numerical computation in learning physics using spreadsheet excel.

Competence, competency-based education, and undergraduate dental education: a discussion paper.

PubMed

Chuenjitwongsa, S; Oliver, R G; Bullock, A D

2018-02-01

The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

From the National Academies: Medical School Admissions Requirements and Undergraduate Science Education

ERIC Educational Resources Information Center

Labov, Jay B.

2005-01-01

This article focuses on a series of issues that may be of interest to college and university science faculty who educate undergraduates: requirements and policies for admission to medical school and their possible influences on undergraduate science education. The Center for Education of the National Research Council (NRC) and the Institute of…

Relationships between optimism, educational environment, career adaptability and career motivation in nursing undergraduates: A cross-sectional study.

PubMed

Fang, Wenjie; Zhang, Yanting; Mei, Jiaojiao; Chai, Xiaohui; Fan, Xiuzhen

2018-06-01

For solving the problem of the abandonment of the career in nursing undergraduates, it is important to understand their motivation to choose nursing as a career and its associated personal and situational factors. To examine the relationships between optimism, educational environment, career adaptability, and career motivation in nursing undergraduates using the career construction model of adaptation. This study adopted a cross-sectional design. A convenience sample of 1060 nursing undergraduates from three universities completed questionnaires for measuring optimism, educational environment, career adaptability, and career motivation. Confirmatory factor analyses, descriptive analyses, comparison analyses, correlation analyses, and mediation analyses were performed accordingly. Nursing undergraduates' career motivation was positively correlated with their career adaptability (r = 0.41, P < 0.01), the educational environment (r = 0.60, P < 0.01), and optimism (r = 0.26, P < 0.01). In addition, the effects of optimism and educational environment on career motivation were partially mediated by career adaptability in nursing undergraduates. In nursing undergraduates, the educational environment had a relatively strong positive association with career motivation, while optimism had a weak one. Career adaptability played a mediating role in the relationships. Targeted interventions may improve nursing undergraduates' career motivation. Copyright © 2018 Elsevier Ltd. All rights reserved.

Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

ERIC Educational Resources Information Center

Ballen, Cissy J.; Wieman, Carl; Salehi, Shima; Searle, Jeremy B.; Zamudio, Kelly R.

2017-01-01

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning…

Research Experience for Undergraduate Students and Its Impact on STEM Education

ERIC Educational Resources Information Center

Zhan, Wei

2014-01-01

Research experience has been proven to be effective in enhancing the overall educational experience for undergraduate students. In this article, two engineering research projects with undergraduate students involvement are discussed. The projects provided the undergraduate student researchers with motivation for independent research work and…

Internationalizing undergraduate psychology education: Trends, techniques, and technologies.

PubMed

Takooshian, Harold; Gielen, Uwe P; Plous, Scott; Rich, Grant J; Velayo, Richard S

2016-01-01

How can we best internationalize undergraduate psychology education in the United States and elsewhere? This question is more timely than ever, for at least 2 reasons: Within the United States, educators and students seek greater contact with psychology programs abroad, and outside the United States, psychology is growing apace, with educators and students in other nations often looking to U.S. curricula and practices as models. In this article, we outline international developments in undergraduate psychology education both in the United States and abroad, and analyze the dramatic rise of online courses and Internet-based technologies from an instructional and international point of view. Building on the recommendations of the 2005 APA Working Group on Internationalizing the Undergraduate Psychology Curriculum, we then advance 14 recommendations on internationalizing undergraduate psychology education--for students, faculty, and institutions. (c) 2016 APA, all rights reserved).

Environmental Engineering Talent Demand and Undergraduate Education in China

ERIC Educational Resources Information Center

Zhang, Huan-zhen; Li, Jian-bo; Luo, Xiang-nan; Zhao, Bin-yan; Luo, Ren-ming; Wang, Qiao-ling

2004-01-01

In Chinese higher environmental education, undergraduate education of environmental engineering starts earliest and develops fastest. The undergraduate has been playing an important role in controlling pollution for more than twenty years. The setting and distribution of the environmental engineering major was analyzed, the conditions of the…

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts

PubMed Central

Horak, Rachel E. A.; Merkel, Susan; Chang, Amy

2015-01-01

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process. PMID:25949769

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts.

PubMed

Horak, Rachel E A; Merkel, Susan; Chang, Amy

2015-05-01

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process.

A cross-sectional study of the beliefs and attitudes towards menstruation of Chinese undergraduate males and females in Hong Kong.

PubMed

Wong, Wing Chi; Li, Mei Kuen; Chan, Wai Ying Veronica; Choi, Yuen Yu; Fong, Chi Hung Sandra; Lam, Ka Wah Kara; Sham, Wun Chi; So, Ping Ping; Wong, Kit; Yeung, Kuen Ha; Yeung, Tsz Yan

2013-12-01

To explore the beliefs and attitudes towards menstruation of Chinese undergraduates in Hong Kong and to compare those of (1) male and female undergraduates with those of (2) undergraduates studying health-related vs. nonhealth-related programmes. Menstruation is typically viewed as a forbidden topic or a troublesome experience. These negative beliefs and attitudes result from existing myths and taboos associated with cultural factors and health education levels. A cross-sectional survey was conducted in all universities in Hong Kong. Undergraduates were invited through convenience sampling to complete a questionnaire assessing their attitudes and beliefs towards menstruation. A questionnaire on 'beliefs about and attitudes towards menstruation' was adopted. Questionnaires were self-administered by the respondents. A total of 450 questionnaires were distributed, and a response rate of 96.6% was obtained; 416 completed questionnaires were collected and analysed. Many Chinese undergraduates agreed that menstruation is annoying, causes disability, involves prescription and proscription and is not pleasant. When comparing the beliefs and attitudes towards menstruation of Chinese male undergraduates with those of female undergraduates, females tended to disagree that menstruation should be maintained secret, but tended to agree that it was annoying. When comparing the beliefs and attitudes towards menstruation of Chinese undergraduates studying health-related programmes with those under nonhealth-related programmes, the latter group exhibited a higher level of belief in prescription and proscription for menstruation than the former group. Chinese undergraduates in Hong Kong were influenced by the traditional Chinese culture and social environment, resulting in negative attitudes towards menstruation. This study recommends that sex education, especially reproductive health education, be extended to tertiary education. This study provides relevant information on planning the content of sex education or reproductive health education for Chinese undergraduates. © 2013 John Wiley & Sons Ltd.

Research on improvement strategies of elite culture, mass culture and the comprehensive quality of undergraduates

NASA Astrophysics Data System (ADS)

Wang, Hongling

2011-10-01

This article, placed the comprehensive quality improvement of undergraduates under the background of elite culture and mass culture, analyzed the influences and challenges brought by elite culture and mass culture on the undergraduate education from multiple perspectives of philosophy, ethics, economics, education, sociology and etc. and combing some foreign developed countries' experiences proposed the principles should be insisted by high schools in the context of elite culture and mass culture. With the development of times, undergraduate education should also constantly develop into new historical starting points and thoroughly reform the undergraduate education from content to essence, perception to format with a globalized horizon, so as to be able to reflect the time characteristics and better promote the overall development of undergraduates. Exactly based on such a view, this article, on the premise of full recognition that the flourishing and development of elite culture and mass culture has promoted China into a multicultural situation, proposed the principles for university moral education, such as education should promote the integration of undergraduate multi-values, sticking to the integration of unary guidance with diverse development, insisting on seeking common points while reserving differences and harmony but with differences, and etc.

Psychosocial impact, perceived stress and learning effect in undergraduate dental students during transition from pre-clinical to clinical education.

PubMed

Frese, C; Wolff, D; Saure, D; Staehle, H J; Schulte, A

2018-04-10

This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Academic Self-Efficacy Beliefs of Undergraduate Mathematics Education Students

ERIC Educational Resources Information Center

Turgut, Melih

2013-01-01

The present paper investigated academic self-efficacy beliefs of undergraduate mathematics education students with respect to gender, academic performance and grade level. The participants were a total of 244 undergraduate students (195 females and 49 males) enrolled to department of mathematics education (57 freshmen, 106 sophomores and 81…

Pre-service science teachers' perceptions of mathematics courses in a science teacher education programme

NASA Astrophysics Data System (ADS)

Incikabi, Lutfi; Serin, Mehmet Koray

2017-08-01

Most science departments offer compulsory mathematics courses to their students with the expectation that students can apply their experience from the mathematics courses to other fields of study, including science. The current study first aims to investigate the views of pre-service science teachers of science-teaching preparation degrees and their expectations regarding the difficulty level of mathematics courses in science-teaching education programmes. Second, the study investigates changes and the reasons behind the changes in their interest regarding mathematics after completing these courses. Third, the current study seeks to reveal undergraduate science teachers' opinions regarding the contribution of undergraduate mathematics courses to their professional development. Being qualitative in nature, this study was a case study. According to the results, almost all of the students considered that undergraduate mathematics courses were 'difficult' because of the complex and intensive content of the courses and their poor background mathematical knowledge. Moreover, the majority of science undergraduates mentioned that mathematics would contribute to their professional development as a science teacher. On the other hand, they declared a negative change in their attitude towards mathematics after completing the mathematics courses due to continuous failure at mathematics and their teachers' lack of knowledge in terms of teaching mathematics.

Lasting Lessons: Following up with Recipients of the Forum's Undergraduate Research Award

ERIC Educational Resources Information Center

Forum on Education Abroad, 2012

2012-01-01

The annual Forum on Education Abroad Undergraduate Research Award showcases rigorous and significant undergraduate research that occurs as part of education abroad programs. Every year, the award recipients present their research at a plenary luncheon at the Forum's Annual Conference. The Forum granted the first Undergraduate Research Awards in…

Improving undergraduate biology education in a large research university.

PubMed Central

Bender, C; Ward, S; Wells, M A

1994-01-01

The campus-wide Undergraduate Biology Research Program (UBRP) at the University of Arizona improves undergraduate science education by expanding student opportunities for independent research in faculty laboratories. Within the supportive community of a research laboratory, underclassmen, nonscience majors, and those aspiring to scientific careers all learn to appreciate the process of science. The Program impacts more than the students, promoting departmental cooperation, interdisciplinary collaborations, and improvements in undergraduate science education throughout a Research I University. PMID:8018999

Defining Quality in Undergraduate Education: Directions for Future Research Informed by a Literature Review

ERIC Educational Resources Information Center

Bowers, Alison W.; Ranganathan, Shyam; Simmons, Denise R.

2018-01-01

Objectives: This research brief explores the literature addressing quality in undergraduate education to identify what previous research has said about quality and to offer future directions for research on quality in undergraduate education. Method: We conducted a scoping review to provide a broad overview of existing research. Using targeted…

Involving Undergraduate Students in Educational Research: Achieving Two Goals at Once.

ERIC Educational Resources Information Center

Staik, Irene M.; Rogers, Julia S.

In a relatively small, predominantly undergraduate university, it is often hard to find the time and resources to conduct educational research. One small liberal arts college, the University of Montevallo (Alabama), has addressed this problem by involving undergraduate psychology majors in collaboration in educational research with faculty. It is…

Undergraduate research as curriculum.

PubMed

Dolan, Erin L

2017-07-08

To date, national interests, policies, and calls for transformation of undergraduate education have been the main drivers of research integration into the undergraduate curriculum, briefly described here. The New Horizons in Biochemistry and Molecular Biology Education conference at the Weizmann Institute of Science (Israel) this fall presents an exciting opportunity to discuss integration of undergraduate research into the curriculum and other cutting-edge topics in biochemistry and molecular biology education from a cross-national perspective. I look forward to exploring prospects for international collaboration on research and development of course-based undergraduate research experiences and on STEM education in general. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):293-298, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

14 CFR 1253.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... undergraduate higher education that traditionally and continually from its establishment has had a policy of....310 apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of...

14 CFR 1253.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... undergraduate higher education that traditionally and continually from its establishment has had a policy of....310 apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of...

14 CFR § 1253.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... undergraduate higher education that traditionally and continually from its establishment has had a policy of....310 apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of...

45 CFR 618.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... higher education that traditionally and continually from its establishment has had a policy of admitting... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate...

45 CFR 618.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... higher education that traditionally and continually from its establishment has had a policy of admitting... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate...

45 CFR 618.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... higher education that traditionally and continually from its establishment has had a policy of admitting... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate...

45 CFR 618.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... higher education that traditionally and continually from its establishment has had a policy of admitting... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate...

14 CFR 1253.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... undergraduate higher education that traditionally and continually from its establishment has had a policy of....310 apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of...

45 CFR 618.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... higher education that traditionally and continually from its establishment has had a policy of admitting... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate...

14 CFR 1253.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... undergraduate higher education that traditionally and continually from its establishment has had a policy of....310 apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of...

Promoting self-reflection in clinical practice among Chinese nursing undergraduates in Hong Kong.

PubMed

Ip, Wan Yim; Lui, May H; Chien, Wai Tong; Lee, Iris F; Lam, Lai Wah; Lee, Diana T

2012-06-01

This study evaluated the effect of a structured education programme on improving the self-reflection skills of Chinese nursing undergraduates in managing clinical situations. Johns' Structured Reflection Model was used as a framework for the development of the education programme. Thirty-eight nursing undergraduates attended a 3-hour interactive workshop on reflective skills and were encouraged to practise the skills learned under the guidance of a nurse instructor during their 4-week clinical practicum. The findings indicated that the programme was helpful in improving the undergraduates' reflective skills though only a few of them reached the highest level as critical reflectors. Some undergraduates identified time constraints and the lack of a trusting relationship with their nurse instructor as barriers to their reflective learning. The findings may help nurse educators develop education programmes with structured learning strategies to promote nursing undergraduates' self-refection in clinical practice.

The Chemical Engineer's Toolbox: A Glass Box Approach to Numerical Problem Solving

ERIC Educational Resources Information Center

Coronell, Daniel G.; Hariri, M. Hossein

2009-01-01

Computer programming in undergraduate engineering education all too often begins and ends with the freshman programming course. Improvements in computer technology and curriculum revision have improved this situation, but often at the expense of the students' learning due to the use of commercial "black box" software. This paper describes the…

Engagement of Adult Undergraduates: Insights from the National Survey of Student Engagement

ERIC Educational Resources Information Center

Southerland, J. Nathaniel

2010-01-01

Adults are participating in all levels of higher education in increasing numbers due to a variety of societal, cultural, technological, and economic pressures. While many adult students attend 2-year colleges and technical institutions, 4-year colleges and universities are also enrolling substantial percentages of adult students. Nevertheless,…

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

ERIC Educational Resources Information Center

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

2006-01-01

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

The confidence of undergraduate dental students when performing root canal treatment and their perception of the quality of endodontic education.

PubMed

Davey, J; Bryant, S T; Dummer, P M H

2015-11-01

This article aims to gain understanding into the perception of undergraduate dental students in terms of their confidence and competence at performing root canal treatment and their perception of the quality of endodontic education. An online questionnaire was distributed to all 3rd, 4th and 5th year dental students at Cardiff University via their academic e-mail addresses. The questionnaire utilised both scaled response and open questions to gain an insight into undergraduate opinion. Out of a possible 208 students, 98 responses were obtained (response rate = 47%). Perception of competence and confidence were significantly greater amongst the more senior year groups (P < 0.01). However, 49% (n = 38) of participants did not feel competent performing root canal treatment on anterior, single-rooted teeth, whilst 74% (n = 70) did not feel competent performing root canal treatment on posterior, multirooted teeth. Free comments from participants indicated that this was due to a lack of clinical experience. Approximately, 80% of participants ranked education in endodontics at Cardiff University as ≤5 on a Likert scale (1 = inadequate to 10 = good), indicating that improvement was required. Improvements that were suggested by the students included the provision of further information within lectures, a broader range of lecturers, an increased number of shorter, more organised practical sessions, additional training equipment, greater supervision and online reference guides to root canal treatment. Enhancing undergraduate education in endodontics is necessary to increase students' perception of their confidence and competence when performing root canal treatment. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

From Faculty for Undergraduate Neuroscience: Encouraging Innovation in Undergraduate Neuroscience Education by Supporting Student Research and Faculty Development

ERIC Educational Resources Information Center

Hardwick, Jean C.; Kerchner, Michael; Lom, Barbara; Ramirez, Julio J.; Wiertelak, Eric P.

2006-01-01

This article features the organization Faculty for Undergraduate Neuroscience. FUN was established by a group of neuroscientists dedicated to innovation and excellence in undergraduate neuroscience education and research. In the years since its inception, FUN has grown into a dynamic organization making a significant impact on the quality of…

Neurogaming Technology Meets Neuroscience Education: A Cost-Effective, Scalable, and Highly Portable Undergraduate Teaching Laboratory for Neuroscience

PubMed Central

de Wit, Bianca; Badcock, Nicholas A.; Grootswagers, Tijl; Hardwick, Katherine; Teichmann, Lina; Wehrman, Jordan; Williams, Mark; Kaplan, David Michael

2017-01-01

Active research-driven approaches that successfully incorporate new technology are known to catalyze student learning. Yet achieving these objectives in neuroscience education is especially challenging due to the prohibitive costs and technical demands of research-grade equipment. Here we describe a method that circumvents these factors by leveraging consumer EEG-based neurogaming technology to create an affordable, scalable, and highly portable teaching laboratory for undergraduate courses in neuroscience. This laboratory is designed to give students hands-on research experience, consolidate their understanding of key neuroscience concepts, and provide a unique real-time window into the working brain. Survey results demonstrate that students found the lab sessions engaging. Students also reported the labs enhanced their knowledge about EEG, their course material, and neuroscience research in general. PMID:28690430

Knowledge Mobilization across Boundaries with the Use of Novel Organizational Structures, Conferencing Strategies, and Technological Tools: The Ontario Consortium of Undergraduate Biology Educators (oCUBE) Model

ERIC Educational Resources Information Center

Kajiura, Lovaye; Smit, Julie; Montpetit, Colin; Kelly, Tamara; Waugh, Jennifer; Rawle, Fiona; Clark, Julie; Neumann, Melody; French, Michelle

2014-01-01

The Ontario Consortium of Undergraduate Biology Educators (oCUBE) brings together over 50 biology educators from 18 Ontario universities with the common goal to improve the biology undergraduate experience for both students and educators. This goal is achieved through an innovative mix of highly interactive face-to-face meetings, online…

13 CFR 113.105 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... that is an institution of graduate higher education, an institution of undergraduate higher education... of insurance or guaranty. Institution of graduate higher education means an institution that: (1... such field is awarded by an institution of undergraduate higher education or professional education...

13 CFR 113.105 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... that is an institution of graduate higher education, an institution of undergraduate higher education... of insurance or guaranty. Institution of graduate higher education means an institution that: (1... such field is awarded by an institution of undergraduate higher education or professional education...

13 CFR 113.105 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... that is an institution of graduate higher education, an institution of undergraduate higher education... of insurance or guaranty. Institution of graduate higher education means an institution that: (1... such field is awarded by an institution of undergraduate higher education or professional education...

Framing Undergraduate Public Health Education as Liberal Education: Who Are We Training Our Students To Be and How Do We Do That?

PubMed

Kiviniemi, Marc T; Mackenzie, Sara L C

2017-01-01

The rapid development of the undergraduate major in public health over the past 15 years has led to a debate about the most appropriate framing for the degree. Should it be viewed as a liberal education degree (akin to academic disciplines such as psychology and political science) or as a professional training degree (akin to disciplines such as nursing and management)? This paper presents an overview of both the liberal education and the professional training degree approaches to the undergraduate public health degree. The reality of public health work in the modern era and the constraints on undergraduate-level training lead to our conclusion that the liberal education framing is a more optimal way to design the degree program. Such a framework optimizes career opportunities, especially long-term opportunities, for graduates, acknowledges the reality of the complex and diverse career paths that one can take under the general umbrella of public health, and accounts for the important role of critical thinking skills in undergraduate education. Ultimately, the distinction between liberal education and professional training may be fuzzier than the debate often highlights-an intentional, well-designed, and thoughtfully implemented undergraduate public health curriculum can address the range of student needs underlying both the liberal education and professional training approaches to the degree, thus optimizing both learning goals and career outcomes for undergraduate public health students.

Framing Undergraduate Public Health Education as Liberal Education: Who Are We Training Our Students To Be and How Do We Do That?

PubMed Central

Kiviniemi, Marc T.; Mackenzie, Sara L. C.

2017-01-01

The rapid development of the undergraduate major in public health over the past 15 years has led to a debate about the most appropriate framing for the degree. Should it be viewed as a liberal education degree (akin to academic disciplines such as psychology and political science) or as a professional training degree (akin to disciplines such as nursing and management)? This paper presents an overview of both the liberal education and the professional training degree approaches to the undergraduate public health degree. The reality of public health work in the modern era and the constraints on undergraduate-level training lead to our conclusion that the liberal education framing is a more optimal way to design the degree program. Such a framework optimizes career opportunities, especially long-term opportunities, for graduates, acknowledges the reality of the complex and diverse career paths that one can take under the general umbrella of public health, and accounts for the important role of critical thinking skills in undergraduate education. Ultimately, the distinction between liberal education and professional training may be fuzzier than the debate often highlights—an intentional, well-designed, and thoughtfully implemented undergraduate public health curriculum can address the range of student needs underlying both the liberal education and professional training approaches to the degree, thus optimizing both learning goals and career outcomes for undergraduate public health students. PMID:28239603

Thinking as a Student: Stimulating Peer Education with an Undergraduate Teaching Assistant in the Humanities Classroom

ERIC Educational Resources Information Center

Karpenko, Lara; Schauz, Steven

2017-01-01

In this article, I argue that peer educational experiences should be incorporated into the undergraduate humanities classroom by providing a case study of a successful Undergraduate Teaching Assistant (UTA) pilot. In keeping with Topping & Ehly's (2001) criteria for successful peer education, I assigned the UTA a significant role in direct…

"Critical Liberal Education": An Undergraduate Pedagogy for Teacher Candidates in Socially Diverse University Settings

ERIC Educational Resources Information Center

Chavez-Reyes, Christina

2010-01-01

This article addresses the lack of attention universities have given to adjusting liberal education, the undergraduate major for teachers in California, to the increase of multi-ethnic, multi-racial, and social class heterogeneity in state universities. This article argues for a revised pedagogy for undergraduate liberal arts education for teacher…

Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students.

PubMed

Navarra, Ann-Margaret; Stimpfel, Amy Witkoski; Rodriguez, Karla; Lim, Fidelindo; Nelson, Noreen; Slater, Larry Z

2018-02-01

In order to meet the demands of a dynamic and complex health care landscape, nursing education must develop and implement programming to produce a highly educated nursing workforce. Interprofessional honors education in nursing with targeted mentorship is one such model. To describe undergraduate nursing student and faculty perceptions and beliefs of mentorship in the context of interprofessional honors education, and compare and contrast the perceptions and beliefs about mentorship in interprofessional honors education between undergraduate nursing students and faculty. The study used a cross-sectional, descriptive design. Data were collected at an urban university in the northeast US, using a researcher-developed electronic survey. The sample included 24 full-time nursing faculty, and 142 undergraduate nursing students. Perceptions and beliefs regarding mentorship in the context of interprofessional honors education were similar for faculty and students, with both ranking mentorship among the most important components of a successful honors program. Honors education with a dedicated mentorship component may be implemented to improve the undergraduate education experience, facilitate advanced degree attainment, and develop future nursing leaders. Copyright © 2017 Elsevier Ltd. All rights reserved.

Junior doctors and undergraduate teaching: the influence of gender on the provision of medical education.

PubMed

Prichard, David; Collins, Niamh; Boohan, Mairead; Wall, Catherine

2011-04-01

International experience has demonstrated that the medical profession is becoming less dominated by men. This "feminization of medicine" has been a topic of much debate in the medical literature. As the gender ratio in the profession changes, it is likely that a greater proportion of undergraduate education will be provided by women. Whether this shift away from the male-dominated provision of medical education will have an effect on undergraduate education is unknown. The aim of this research was to clarify whether there are differences between the attitudes and practices of male and female junior doctors regarding the practice of undergraduate teaching. A survey methodology among a cohort of nonconsultant hospital doctors in a major Irish teaching hospital was utilized. The overall response rate was 93%. The cohort held a positive attitude toward teaching undergraduates, and the majority were actively engaged in this activity. Doctors of both genders expressed a willingness to undertake teacher training. There were no significant differences between the genders regarding the self-reported quantity of teaching provided to undergraduates. Male doctors perceived themselves as more confident educators when compared to female doctors, but this is likely to reflect cohort demographics in which a greater proportion of male doctors were more senior. This study demonstrates that male and female doctors have similar attitudes toward, and practices in, voluntary undergraduate teaching. As a result, any gender shift in medicine is unlikely to result in a significant change in junior doctors' attitudes toward undergraduate medical education.

Part-Time Undergraduates in Postsecondary Education: 2003-04. Postsecondary Education Descriptive Analysis Report. NCES 2007-165

ERIC Educational Resources Information Center

Chen, Xianglei

2007-01-01

After dramatic growth between 1970 and 1990, part-time students have formed a large and stable segment of the undergraduate population in U.S. postsecondary institutions (Hussar 2005). In fall 2004, approximately 5.5 million undergraduates were enrolled part time, making up 37 percent of the undergraduate enrollment in all degree-granting…

Assessment of a food microbiology senior undergraduate course as a potential food safety distance education course for poultry science majors.

PubMed

O'Bryan, C A; Dittmar, R S; Chalova, V I; Kundinger, M M; Crandall, P G; Ricke, S C

2010-11-01

Distance education courses have become popular due to the increased number of commuter students as well as people already in the workforce who need further education for advancement within their careers. A graduate-level Web-based course entitled Special Topics-Poultry Food Safety Microbiology was developed from an existing senior undergraduate advanced food microbiology course in the Poultry Science Department at Texas A&M University. Conversion of standard lecture material into a distance education course can provide unique challenges to maintain comparable course content in an asynchronous manner. The overall objective for this course was to examine bacterial activities including ecology in food, animals, raw and processed meat, eggs, and human pathogenesis. Students were surveyed at the end of the class and the majority agreed that they would be willing to take the course as an online course, although they were not willing to pay an extra fee for an online course. The majority of students used the online version of the course as a supplement to the classroom rather than as a substitute.

The attitudes of the undergraduate nursing students towards lesbian women and gay men.

PubMed

Unlu, Hayriye; Beduk, Tülin; Duyan, Veli

2016-12-01

This study was conducted to determine the attitudes of undergraduate nursing students towards lesbian women and gay men. Nursing education in Turkey is conducted holistically; in other words, it is an integration of the physical, spiritual, mental and social realms. Students are therefore expected to not express any discrimination due to factors such as religion, language, race and gender. However, some serious problems still exist in terms of the practical applications of that philosophy. This study was descriptive. This study included 964 students. The Attitudes towards Lesbian Women and Gay Men scale and a questionnaire were used to learn about the attitudes of undergraduate nursing students regarding gay men and lesbian women. Results of this study have indicated that the attitudes of religiously educated and/or conservative students towards lesbian women and gay men were negative. Female students from families with high incomes and highly educated families attended social activities and read more than other female students. The students with free life choice options expressed very positive attitudes towards gay men. The nursing education curriculum should cover information about patients with diverse sexual orientations and their absolute rights for equally optimal healthcare. Strategies to discourage traditional gender role stereotypes and educational and media experiences for better acceptance of sexual minorities need to be developed by educational policy makers. Antidiscrimination policies protecting lesbian women and gay men should be developed by the legislative authorities and then taught to students during their nursing education. Getting familiar with diverse sexual orientations might create awareness among nursing students and reduce their attitudinal and behavioural prejudices and biases. To provide equal healthcare services for all patients, nurses must have accurate information about lesbian women, gay men and modify their attitude and behaviour accordingly. © 2016 John Wiley & Sons Ltd.

Undergraduate Education in Cancer in the European Region. Report on a UICC/WHO Meeting (Geneva, Switzerland, April 6-8, 1981).

ERIC Educational Resources Information Center

World Health Organization, Copenhagen (Denmark). Regional Office for Europe.

The progress of undergraduate education in cancer in European countries was assessed, and recommendations were offered for further development according to the EURO program. Based on a survey of undergraduate education in medical schools of the European region, the following areas were evaluated: goals and objectives of teaching, tasks a general…

Good Practices in Undergraduate Education from the Students' and Faculty's View: Consensus or Disagreement. AIR 1996 Annual Forum Paper.

ERIC Educational Resources Information Center

Negron-Morales, Patricia; And Others

This study examined teaching practices in undergraduate education by surveying 180 undergraduate students and 29 faculty, most in the school of education, at the Rio Piedras Campus of the University of Puerto Rico. Factors investigated include: (1) degree of agreement between faculty and students on good teaching practices; (2) relationship…

32 CFR 196.105 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... institution of graduate higher education, an institution of undergraduate higher education, an institution of... higher education means an institution that: (1) Offers academic study beyond the bachelor of arts or... undergraduate higher education or professional education); or (3) Awards no degree and offers no further...

32 CFR 196.105 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... institution of graduate higher education, an institution of undergraduate higher education, an institution of... higher education means an institution that: (1) Offers academic study beyond the bachelor of arts or... undergraduate higher education or professional education); or (3) Awards no degree and offers no further...

32 CFR 196.105 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... institution of graduate higher education, an institution of undergraduate higher education, an institution of... higher education means an institution that: (1) Offers academic study beyond the bachelor of arts or... undergraduate higher education or professional education); or (3) Awards no degree and offers no further...

Undergraduate research experiences support science career decisions and active learning.

PubMed

Lopatto, David

2007-01-01

The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.

Undergraduate International Studies and Foreign Language Program

ERIC Educational Resources Information Center

Office of Postsecondary Education, US Department of Education, 2012

2012-01-01

The Undergraduate International Studies and Foreign Language Program provides funds to institutions of higher education, a consortia of such institutions, or partnerships between nonprofit organizations and institutions of higher education to plan, develop, and implement programs that strengthen and improve undergraduate instruction in…

Catalyzing Genetic Thinking in Undergraduate Mathematics Education

ERIC Educational Resources Information Center

King, Samuel Olugbenga

2016-01-01

In undergraduate mathematics education, atypical problem solving approaches are usually discouraged because they are not adaptive to systematic deduction on which undergraduate instructional systems are predicated. I present preliminary qualitative research evidence that indicates that these atypical approaches, such as genetic guessing, which…

Medical education in Sweden.

PubMed

Lindgren, Stefan; Brännström, Thomas; Hanse, Eric; Ledin, Torbjörn; Nilsson, Gunnar; Sandler, Stellan; Tidefelt, Ulf; Donnér, Jakob

2011-01-01

Undergraduate medical education in Sweden has moved from nationally regulated, subject-based courses to programmes integrated either around organ systems or physiological and patho-physiological processes, or organised around basic medical science in conjunction with clinical specialities, with individual profiles at the seven medical schools. The national regulations are restricted to overall academic and professional outcomes. The 5½ year long university undergraduate curriculum is followed by a mandatory 18 months internship, delivered by the County Councils. While quality control and accreditation for the university curriculum is provided by the Swedish National Agency for Higher Education, no such formal control exists for the internship; undergraduate medical education is therefore in conflict with EU directives from 2005. The Government is expected to move towards 6 years long university undergraduate programmes, leading to licence, which will facilitate international mobility of both Swedish and foreign medical students and doctors. Ongoing academic development of undergraduate education is strengthened by the Bologna process. It includes outcome (competence)-based curricula, university Masters level complying with international standards, progression of competence throughout the curriculum, student directed learning, active participation and roles in practical clinical education and a national assessment model to assure professional competence. In the near future, the dimensioning of Swedish undergraduate education is likely to be decided more by international demands and aspects of quality than by national demands for doctors.

Poster Presentations in Undergraduate Education and at Professional Meetings.

DTIC Science & Technology

1983-10-01

AD-Ri34 684 POSTER PRESENTATIONS IN UNDERGRADUATE EDUCATION AND fiT i/i PROFESSIONAL MEETINGS(U) AIR FORCE ACADEMY CO J T WIEBB ET AL- OCT 83 USAFA...USAFA-TR 83-17 4. TITLE (and Subtitle) S TYPE OF REPORT & PERIOD COVERED POSTER PRESENTATIONS IN UNDERGRADUATE EDUCATION AND AT PROFESSIONAL MEETINGS...19 r.EY WORDS (Continue on reverse side if necessary and Identify by block number) Poster , USAFA, technical writing, education 20 ABSTRACT (Continue on

Maths Anxiety in Psychology Undergraduates: A Mixed-Methods Approach to Formulating and Implementing Interventions

ERIC Educational Resources Information Center

Thompson, Ross; Wylie, Judith; Hanna, Donncha

2016-01-01

Due to the empirical nature of the discipline, psychology students, during the course of their degree, are required to become proficient with a range of quantitative methods. Unfortunately many of these students experience high levels of maths anxiety, which can have a damaging effect on this aspect of their educational development. The first…

Examining Behavioral Change among Supervision and Management Undergraduates in a Selected College

ERIC Educational Resources Information Center

Litt, Sheri Diamond

2010-01-01

A baccalaureate education was once limited to an elite population of high school graduates in pursuit of guaranteed career success. Today, more than 70% of high school graduates opt to attend college to earn a baccalaureate degree, due to economic, global, and technological changes. While this percent has significantly risen, employers are…

The Value of Psychology in Health Professional Education: A Health Professional's Perspective

ERIC Educational Resources Information Center

Mathieson, Ian

2008-01-01

In responding to Upton's discourse arguing for reform of undergraduate health profession curricula to maximise the inclusion of health psychology, it is first important to concede the enormity of the task. After all, psychologists are inherently biased towards their subject, quite simply due to their immersion within it which convinces them of its…

Factors Influencing the Internet Resource Users' Satisfaction: An Analytical Study on Omani Undergraduate Learners

ERIC Educational Resources Information Center

Sriram, B.

2016-01-01

The internet resources are one of the important knowledge sharing tools in day-to-day business processes. These internet resources have greater impact on education field too. The learning processes have become comparatively easy due to these electronic resources. The online resources help the students to acquire the required knowledge through…

Understanding and Overcoming Barriers: Learning Experiences of Undergraduate Sudanese Students at an Australian University

ERIC Educational Resources Information Center

Gately, Natalie Jane; Ellis, Suzanne; Britton, Katherine; Fleming, Tina

2017-01-01

An increase in migration of Sudanese and South Sudanese people to Australia due to civil unrest in their home country has increased the numbers of Sudanese students at university. Migrant experiences, particularly those of English as a second language, can impact negatively on education and learning. Inconsistencies between student scores on…

The predicament of aeronautical engineering education and what we can do about it

NASA Technical Reports Server (NTRS)

Bollard, R. J. H.

1975-01-01

Problems faced by the universities due to the drop in enrollment of aeronautics and astronautics undergraduate students are examined. Efforts made by the universities to overcome some of these problems are discussed. The author presents ten specific recommendations involving government and industry support to overcome the apparent lack of interest in engineering disciplines.

Teaching About the Brain and Reaching the Community: Undergraduates in the Pipeline Neuroscience Program at the University of Pennsylvania

PubMed Central

Edlow, Brian L.; Hamilton, Karen; Hamilton, Roy H.

2007-01-01

This article provides an overview of the University of Pennsylvania School of Medicine’s Pipeline Neuroscience Program, a multi-tiered mentorship and education program for Philadelphia high school students in which University of Pennsylvania undergraduates are integrally involved. The Pipeline Neuroscience Program provides mentorship and education for students at all levels. High school students are taught by undergraduates, who learn from medical students who, in turn, are guided by neurology residents and fellows. Throughout a semester-long course, undergraduates receive instruction in neuroanatomy, neuroscience, and clinical neurology as part of the Pipeline’s case-based curriculum. During weekly classes, undergraduates make the transition from students to community educators by integrating their new knowledge into lesson plans that they teach to small groups of medically and academically underrepresented Philadelphia high school students. The Pipeline program thus achieves the dual goals of educating undergraduates about neuroscience and providing them with an opportunity to perform community service. PMID:23493190

Utilization of Electronic Information Resources by Undergraduate Students of University of Ibadan: A Case Study of Social Sciences and Education

ERIC Educational Resources Information Center

Owolabi, Sola; Idowu, Oluwafemi A.; Okocha, Foluke; Ogundare, Atinuke Omotayo

2016-01-01

The study evaluated utilization of electronic information resources by undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan. The study adopted a descriptive survey design with a study population of 1872 undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan, from which a…

A Response to "BIO 2010: Transforming Undergraduate Education for Future Research Biologists," from the Perspective of the Biochemistry and Molecular Biology Major Program at Kenyon College

ERIC Educational Resources Information Center

Slonczewski, Joan L.; Marusak, Rosemary

2004-01-01

The National Research Council completed a major study of undergraduate biology education, "BIO 2010-Transforming Undergraduate Education For Future Research Biologists (BIO 2010)," funded by the Howard Hughes Medical Institute and the National Institutes of Health. The "BIO 2010" report recommends that biology pedagogy should use an…

Trainers' Attitudes towards Cardiopulmonary Resuscitation, Current Care Guidelines, and Training

PubMed Central

Mäkinen, M.; Castrén, M.; Nurmi, J.; Niemi-Murola, L.

2016-01-01

Objectives. Studies have shown that healthcare personnel hesitate to perform defibrillation due to individual or organisational attitudes. We aimed to assess trainers' attitudes towards cardiopulmonary resuscitation and defibrillation (CPR-D), Current Care Guidelines, and associated training. Methods. A questionnaire was distributed to CPR trainers attending seminars in Finland (N = 185) focusing on the updated national Current Care Guidelines 2011. The questions were answered using Likert scale (1 = totally disagree, 7 = totally agree). Factor loading of the questionnaire was made using maximum likelihood analysis and varimax rotation. Seven scales were constructed (Hesitation, Nurse's Role, Nontechnical Skill, Usefulness, Restrictions, Personal, and Organisation). Cronbach's alphas were 0.92–0.51. Statistics were Student's t-test, ANOVA, stepwise regression analysis, and Pearson Correlation. Results. The questionnaire was returned by 124/185, 67% CPR trainers, of whom two-thirds felt that their undergraduate training in CPR-D had not been adequate. Satisfaction with undergraduate defibrillation training correlated with the Nontechnical Skills scale (p < 0.01). Participants scoring high on Hesitation scale (p < 0.01) were less confident about their Nurse's Role (p < 0.01) and Nontechnical Skills (p < 0.01). Conclusion. Quality of undergraduate education affects the work of CPR trainers and some feel uncertain of defibrillation. The train-the-trainers courses and undergraduate medical education should focus more on practical scenarios with defibrillators and nontechnical skills. PMID:27144027

The Status of Women in Physics in Sudan

NASA Astrophysics Data System (ADS)

Abdelbagi, Abdrazig M.; Sirelkhatim, Amna H.; Abdelrahman, Wafaa S.; Osman, Mai E.; Shatir, Tahani S.

2009-04-01

The progress of women in physics education in the last five years was surveyed in the six top universities in Sudan. The data reveal great increases in the number of females studying undergraduate physics. Most were studying experimental physics rather than theoretical physics, especially the laser and electronics fields. It appears undergraduate laboratory experiments are an important factor in attracting women to physics. Our survey found that girls are encouraged to study physics at the high school level. However, the data also showed that the fewer tendencies to study physics among the women after high school are due to the limited job opportunities and low income of teachers. Postgraduate physics study is handicapped by lack of institutions, financial constraints, and lack of qualified advisors. Improvement of education systems and new ways of teaching will have great influences on attracting women to physics in Sudan.

Absenteeism in Undergraduate Business Education: A Proposed Model and Exploratory Investigation

ERIC Educational Resources Information Center

Burke, Lisa A.

2010-01-01

One issue in undergraduate business education remaining underexamined is student absenteeism. In this article, the literature on undergraduate absenteeism is reviewed culminating in a proposed conceptual framework to guide future research, and an exploratory investigation of management students' attitudes about absenteeism is conducted.…

Power and Resistance: Leading Change in Medical Education

ERIC Educational Resources Information Center

Sundberg, Kristina; Josephson, Anna; Reeves, Scott; Nordquist, Jonas

2017-01-01

A key role for educational leaders within undergraduate medical education is to continually improve the quality of education; global quality health care is the goal. This paper reports the findings from a study employing a power model to highlight how educational leaders influence the development of undergraduate medical curricula and the…

34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 4 2014-07-01 2014-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 4 2012-07-01 2012-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 4 2011-07-01 2011-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

34 CFR 691.6 - Duration of student eligibility-undergraduate course of study.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 4 2013-07-01 2013-07-01 false Duration of student eligibility-undergraduate course of study. 691.6 Section 691.6 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION (CONTINUED) ACADEMIC COMPETITIVENESS...

Use of the "Attitudes Toward Mainstreaming Scale" with Undergraduate Education Students.

ERIC Educational Resources Information Center

Wilczenski, Felicia L.

Education students' attitudes towards mainstreaming are crucial to the future success of the movement toward inclusive education. This study describes the attitudes toward mainstreaming held by undergraduate education students and assesses attitude changes related to knowledge about handicapping conditions and the field of education as well as…

Reforming the Undergraduate Experience

ERIC Educational Resources Information Center

VanderPol, Diane; Brown, Jeanne M.; Iannuzzi, Patricia

2008-01-01

The higher education literature abounds with reports and studies calling for reform in undergraduate education. An alphabet soup of higher education associations creates or advocates desired learning outcomes for postsecondary education and endorses approaches for student learning. This article shows connections between some of the major…

77 FR 28582 - Applications for New Awards; Undergraduate International Studies and Foreign Language (UISFL...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-15

..., recipients of international education funding consisted primarily of traditional four-year institutions and... DEPARTMENT OF EDUCATION Applications for New Awards; Undergraduate International Studies and Foreign Language (UISFL) Program AGENCY: Office of Postsecondary Education, Department of Education...

Presence of Burnout in Undergraduate Athletic Training Students at One Western Us University

ERIC Educational Resources Information Center

Riter, Tamra S.; Kaiser, David A.; Hopkins, J. Ty; Pennington, Todd R.; Chamberlain, Ron; Eggett, Dennis

2008-01-01

Objective: Determine if undergraduate athletic training students enrolled in an accredited athletic training education program (ATEP) and participating in clinical assignments experience burnout. Design and Setting: Undergraduate athletic training students enrolled in a clinical education course were surveyed during the fourth and twelfth weeks of…

Evaluation of Undergraduate Teaching at Institutions of Higher Education in China: Problems and Reform

ERIC Educational Resources Information Center

Yukun, Chen

2009-01-01

This paper reviews the achievements of the first cycle of undergraduate teaching evaluation at institutions of higher education in China. Existing problems are identified, and suggestions are made for corresponding reforms for improving the standard and quality of China's undergraduate teaching evaluation.

Student and Faculty Outcomes of Undergraduate Science Research Projects by Geographically Dispersed Students

ERIC Educational Resources Information Center

Shaw, Lawton; Kennepohl, Dietmar

2013-01-01

Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their…

What Matters in College to Students: Critical Incidents in the Undergraduate Experience

ERIC Educational Resources Information Center

Vianden, Jörg

2015-01-01

This article advances that undergraduates are partners to higher education institutions in establishing the educational enterprise. Leaning on student relationship management as a theoretical construct and the critical incident technique as method, the study found 58 undergraduates' interpersonal interactions with faculty, staff, and peers…

34 CFR 656.4 - What types of Centers receive grants?

Code of Federal Regulations, 2013 CFR

2013-07-01

... languages; and (b) Provide training at the— (1) Graduate, professional, and undergraduate levels, as a comprehensive Center; or (2) Undergraduate level only, as an undergraduate Center. (Authority: 20 U.S.C. 1122) ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION NATIONAL RESOURCE CENTERS PROGRAM FOR FOREIGN LANGUAGE AND AREA...

34 CFR 656.4 - What types of Centers receive grants?

Code of Federal Regulations, 2012 CFR

2012-07-01

... languages; and (b) Provide training at the— (1) Graduate, professional, and undergraduate levels, as a comprehensive Center; or (2) Undergraduate level only, as an undergraduate Center. (Authority: 20 U.S.C. 1122) ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION NATIONAL RESOURCE CENTERS PROGRAM FOR FOREIGN LANGUAGE AND AREA...

34 CFR 656.4 - What types of Centers receive grants?

Code of Federal Regulations, 2011 CFR

2011-07-01

... languages; and (b) Provide training at the— (1) Graduate, professional, and undergraduate levels, as a comprehensive Center; or (2) Undergraduate level only, as an undergraduate Center. (Authority: 20 U.S.C. 1122) ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION NATIONAL RESOURCE CENTERS PROGRAM FOR FOREIGN LANGUAGE AND AREA...

34 CFR 656.4 - What types of Centers receive grants?

Code of Federal Regulations, 2014 CFR

2014-07-01

... languages; and (b) Provide training at the— (1) Graduate, professional, and undergraduate levels, as a comprehensive Center; or (2) Undergraduate level only, as an undergraduate Center. (Authority: 20 U.S.C. 1122) ... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION NATIONAL RESOURCE CENTERS PROGRAM FOR FOREIGN LANGUAGE AND AREA...

Health Sciences undergraduate education at UCT: a story of transformation.

PubMed

Hartman, Nadia; Kathard, Harsha; Perez, Gonda; Reid, Steve; Irlam, James; Gunston, Geney; Janse van Rensburg, Vicki; Burch, Vanessa; Duncan, Madeleine; Hellenberg, Derek; Van Rooyen, Ian; Smouse, Mantoa; Sikakane, Cynthia; Badenhorst, Elmi; Ige, Busayo

2012-03-02

Undergraduate education and training in the Faculty of Health Sciences at the University of Cape Town has become socially responsive. A story of transformation that is consonant with wider societal developments since the 1994 democratic elections, outlining the changes in undergraduate curricula across the faculty, is presented.

Undergraduate Single Mothers' Experiences in Postsecondary Education

ERIC Educational Resources Information Center

Beeler, Sydney

2016-01-01

Using Astin's (1993) College Impact Model, this chapter explores the current literature as it relates to single mothers in undergraduate postsecondary education. The chapter looks at the ways that undergraduates who are single mothers are counter to the "ideal-student" norms. Policy and best-practice recommendations conclude the chapter.

NEW PATTERNS IN UNDERGRADUATE EDUCATION--EMERGING CURRICULUM MODELS FOR THE AMERICAN COLLEGE. NEW DIMENSIONS IN HIGHER EDUCATION, NUMBER 15.

ERIC Educational Resources Information Center

AXELROD, JOSEPH

THIS REVIEW OF A LITERATURE SEARCH PRESENTS A DESCRIPTION OF NEW MODELS OF UNDERGRADUATE CURRICULUMS THAT ARE COMING INTO EXISTENCE AND COMPARES THE PURPOSES OF THESE NEW MODELS WITH THE WEAKNESSES OF THE OLD MODELS THAT THE NEW MODELS SEEK TO CORRECT. THE NEW MODELS OF UNDERGRADUATE EDUCATION ARE SEEKING TO CREATE, EVEN ON THE LARGEST CAMPUSES,…

A proposal for health care management and leadership education within the UK undergraduate medical curriculum.

PubMed

Mafe, Cecilia; Menyah, Effie; Nkere, Munachi

2016-01-01

Health care management and leadership education is an important gap in the undergraduate medical curriculum. Lack of training promotes poor decision making and may lead to inadequate health services, adversely affecting patients. We propose an integrated approach to health care management and leadership education at undergraduate level, to enable doctors to be effective leaders and manage resources appropriately and to ultimately improve patient care.

Forensic odontology education:from undergraduate to PhD - a Brazilian experience.

PubMed

Dietrichkeit Pereira, J G; Frontanilla Recalde, T S; Barreto Costa, P; Jacometti, V; Vigorito Magalhães, L; Alves Da Silva, R H

2017-12-01

Forensic Odontology is a topic present in the majority of Dental Schools in Brazil, and due to this reality, some universities develop activities related to undergraduate and graduate students, from the Dentistry course until the Ph.D. degree. To present the education experience related to Forensic Odontology at School of Dentistry of Ribeirão Preto (USP - University of São Paulo), showing the strategies and activities in the different degrees (Dental course, Forensic Odontology Specialization Program, Specific Professional Training, Master, and Ph.D.). To the undergraduate students, many activities are developed in order to demonstrate all the possibilities that Forensic Dentistry allow, including theoretical and practical activities; in the Forensic Odontology Specialization Program, the dentists are trained to act as Forensic Odontologists in all its amplitude; in the Specific Professional Training, some courses are available, related to specific topics as DVI, Forensic Facial Reconstruction, Auditor in Dental Care Insurance and others; and in the Master and Ph.D. Programs, the professionals receive training in skills like teaching, research, student's guidance and others. In Brazil, Forensic Odontology is a well-known field in Dentistry and universities develop an important role in training a qualified workforce.

Undergraduate Enrollment of Latinos by State: 2010-11

ERIC Educational Resources Information Center

Santiago, D.

2012-01-01

Excelencia in Education accelerates higher education success for Latino students by providing data-driven analysis of the educational status of Latinos, and by promoting educational policies and institutional practices that support their academic achievement. This document provides grand total undergraduate enrollment and total Hispanic…

Liberal Education in the Age of the Unthinkable

ERIC Educational Resources Information Center

Shinn, Larry D.

2012-01-01

Those who work in all sectors of higher education--from community and liberal arts colleges to undergraduate programs in public and research universities--often assert that a "liberal education" is precisely the kind of undergraduate education that is needed for both living and working in the challenging 21st-century world. "Liberal education" or…

77 FR 32612 - Notice of Proposed Information Collection Requests; Office of Postsecondary Education; Assessing...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-01

... Education, and Undergraduate International Studies and Foreign Language Programs Surveys SUMMARY: The U.S...). Institutions of Higher Education will be asked to provide quantitative data on their internationalization and... International Education, and Undergraduate International Studies and Foreign Language Programs Surveys. OMB...

Feedback Study on Developing Critical Literacy among Malawian and Zambian Undergraduate University Students Using a Freirean Praxis

ERIC Educational Resources Information Center

Mkandawire, Matthews Tiwaone; Walubita, Gabriel

2015-01-01

Educators in Malawi and Zambia have always been concerned with their student's abilities to become analytical, logical and proficient readers of texts. This has been due to the fear that there is an increased overemphasis on knowledge of the fundamental literacy skills and other basics at the expense of critical thinking. This scenario has…

Science Teaching Attitudes and Scientific Attitudes of Pre-Service Teachers of Gifted Students

ERIC Educational Resources Information Center

Erdogan, Sezen Camci

2017-01-01

The purpose of this study is to determine science teaching attitudes and scientific attitudes of pre-service teachers of gifted students due to gender and grade level and also correlation among these variables. It is a survey study that the group is 82 students attending Gifted Education undergraduate level. Data is gathered by Scientific Attitude…

How an Entry-Level, Interdisciplinary Sustainability Course Revealed the Benefits and Challenges of a University-Wide Initiative for Sustainability Education

ERIC Educational Resources Information Center

Coops, Nicholas C.; Marcus, Jean; Construt, Ileana; Frank, Erica; Kellett, Ron; Mazzi, Eric; Munro, Alison; Nesbit, Susan; Riseman, Andrew; Robinson, John; Schultz, Anneliese; Sipos, Yona

2015-01-01

Purpose: Delivery of sustainability-related curriculum to undergraduate students can be problematic due to the traditional "siloing" of curriculum by faculties along disciplinary lines. In addition, while there is often a ready availability of courses focused on sustainability issues in the later years of students' programs, few early…

Modelling Success Networks to Improve the Quality of Undergraduate Education

ERIC Educational Resources Information Center

Woolcott, Geoff; Keast, Robyn; Chamberlain, Daniel; Farr-Wharton, Ben

2017-01-01

Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a…

Student Financing of Undergraduate Education: 2007-08. Web Tables. NCES 2010-162

ERIC Educational Resources Information Center

Wei, Christina Chang

2010-01-01

In 2007-08, approximately 21 million students were enrolled in undergraduate postsecondary education in the United States. These Web Tables provide a comprehensive source of information on financial aid that was awarded to undergraduate students during the 2007-08 academic year. Included are estimates of tuition, price of attendance, and financial…

The Religious and Spiritual Experiences of Undergraduate Gay Males Attending a Religiously Affiliated Institution of Higher Education

ERIC Educational Resources Information Center

Adams, Melvin D., III

2013-01-01

This doctoral thesis studied the religious and spiritual experiences of undergraduate gay males at a Protestant affiliated higher education institution and how undergraduate gay males made sense of their personal journeys. Data was collected from four participants and analyzed using interpretative phenomenological analysis. Five themes emerged…

Are They Ready to Teach with Technology? An Investigation of Technology Instruction in Music Teacher Education Programs

ERIC Educational Resources Information Center

Haning, Marshall

2016-01-01

The purpose of this research was to investigate the type, quantity, and effects of technology instruction currently being provided to undergraduate music education majors. Undergraduate participants (n = 46) at 10 degree-granting institutions completed an online survey on the technology instruction received during their undergraduate degree…

Undergraduate Student Teachers' Views and Experiences of a Compulsory Course in Research Methods

ERIC Educational Resources Information Center

Lombard, B. J. J.

2015-01-01

In comparison to attention given to research methods for education students at postgraduate level, the offering of research methods for education students at undergraduate level is less often considered. Yet, it is agreed that research methods for undergraduate level students is important for shaping student attitudes, learning and achievement in…

Our Campus, Our Health: A Model for Undergraduate Health Education Research Engagement

ERIC Educational Resources Information Center

Merten, Julie Williams; Johnson, Dana

2014-01-01

Research experience prepares undergraduate students for graduate school, a competitive job market, and their future as the next generation of leaders in public health education. This article describes a model, Our Campus, Our Health, to engage undergraduate students in the delivery of a college health behavior assessment. Through this project,…

Final-Year Education Projects for Undergraduate Chemistry Students

ERIC Educational Resources Information Center

Page, Elizabeth

2011-01-01

The Undergraduate Ambassadors Scheme provides an opportunity for students in their final year of the chemistry degree course at the University of Reading to choose an educational project as an alternative to practical research. The undergraduates work in schools where they can be regarded as role models and offer one way of inspiring pupils to…

An Exploration of the Characteristics of Effective Undergraduate Peer-Mentoring Relationships

ERIC Educational Resources Information Center

Douglass, April G.; Smith, Dennie L.; Smith, Lana J.

2013-01-01

In this article, we explored the effectiveness of peer mentoring of undergraduate education students enrolled in core curriculum, writing-intensive courses. The context for our study was the use of peer mentors in undergraduate education writing-intensive courses. Peer mentors who had previously taken the courses were selected and trained as…

Who Goes to University in Kenya? A Study of Social Background of Kenyan Undergraduate Students.

ERIC Educational Resources Information Center

Eshiwani, George S.

The social and educational background and the educational and occupational aspirations of undergraduate students in Kenya were studied. The study sample consisted of 232 male and 210 female undergraduate students at Kenyatta University College. A questionnaire was administered to determine: students' characteristics, including sex, age, marital…

Insights for Academic Developers from Three International Undergraduate Research Program Resources

ERIC Educational Resources Information Center

Allison, Meredith; Miller, Paul

2018-01-01

Undergraduate research is recognized as a high-impact educational practice (Kuh & O'Donnell, 2013), and increasingly it occurs world-wide in higher education, in particular in the United States, United Kingdom, and Australia. In each of these countries, undergraduate research is delivered through a variety of pedagogical approaches that…

Undergraduate Education in Science: A Rationale for Program Structure.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC.

This publication encompasses the central core of the National Science Foundation's (NSF) explicit science education activities at the undergraduate level of the Nation's education enterprise. It is an outline of the character of the Foundation's educational constituency. A table is presented showing the Carnegie Commission's Classification Scheme…

34 CFR 658.12 - For what kinds of projects does the Secretary assist associations and organizations?

Code of Federal Regulations, 2010 CFR

2010-07-01

... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION UNDERGRADUATE INTERNATIONAL... contribution to strengthening and improving undergraduate instruction in international studies and foreign... 34 Education 3 2010-07-01 2010-07-01 false For what kinds of projects does the Secretary assist...

Undergraduate Music Education Major Identity Formation in the University Music Department

ERIC Educational Resources Information Center

McClellan, Edward

2014-01-01

The purpose of this study was to determine relationships among social identity, value of music education, musician-teacher orientation, selected demographic factors, and self-concept as a music educator. Participants (N = 968) were volunteer undergraduate music education majors enrolled at four-year institutions granting a bachelor of music…

Undergraduate Research in Physics as an Educational Tool

NASA Astrophysics Data System (ADS)

Hakim, Toufic M.; Garg, Shila

2001-03-01

The National Science Foundation's 1996 report "Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology" urged that in order to improve SME&T education, decisive action must be taken so that "all students have access to excellent undergraduate education in science .... and all students learn these subjects by direct experience with the methods and processes of inquiry." Research-related educational activities that integrate education and research have been shown to be valuable in improving the quality of education and enhancing the number of majors in physics departments. Student researchers develop a motivation to continue in science and engineering through an appreciation of how science is done and the excitement of doing frontier research. We will address some of the challenges of integrating research into the physics undergraduate curriculum effectively. The departmental and institutional policies and infrastructure required to help prepare students for this endeavor will be discussed as well as sources of support and the establishment of appropriate evaluation procedures.

Transfer Student Success: Educationally Purposeful Activities Predictive of Undergraduate GPA

ERIC Educational Resources Information Center

Fauria, Renee M.; Fuller, Matthew B.

2015-01-01

Researchers evaluated the effects of Educationally Purposeful Activities (EPAs) on transfer and nontransfer students' cumulative GPAs. Hierarchical, linear, and multiple regression models yielded seven statistically significant educationally purposeful items that influenced undergraduate student GPAs. Statistically significant positive EPAs for…

Child Psychiatry Curricula in Undergraduate Medical Education

ERIC Educational Resources Information Center

Sawyer, Michael Gifford; Giesen, Femke; Walter, Garry

2008-01-01

A study to review the amount of time devoted to child psychiatry in undergraduate medical education is conducted. Results conclude that relatively low priority is given to child psychiatry in medical education with suggestions for international teaching standards on the subject.

Psychological Comparisons of Undergraduate and Graduate College of Education Students

ERIC Educational Resources Information Center

Illovsky, Michael E.

2010-01-01

This is a study of 57 graduate students and 229 undergraduate students in classes preparing them to be teachers. The survey extended over a period of five years, involving 14 classes in a college of education. Using the Personality Research Form scales to compare the psychological aspects of undergraduate and graduate college of education…

An Outline of a Proposed Five- plus Three-Year Combined Undergraduate-Master's Degree for Clinical Medicine Majors at Nanjing Medical University

ERIC Educational Resources Information Center

Gao, Xing-Ya; Yu, Rong-Bin; Shen, Hong-Bing; Chen, Qi

2014-01-01

To build an effective model to train excellent doctors, Nanjing Medical University has proposed a five- plus three-year combined undergraduate-master's clinical medicine degree program. The program integrates undergraduate education, the education of research students, and standardized doctor residency training into a single system, allowing…

Group Active Engagement Exercises: Pursuing the Recommendations of "Vision and Change" in an Introductory Undergraduate Science Course

ERIC Educational Resources Information Center

Jardine, Hannah E.; Levin, Daniel M.; Quimby, B. Booth; Cooke, Todd J.

2017-01-01

"Vision and Change in Undergraduate Education: A Call to Action," published by the American Association for the Advancement of Science in 2011, suggested cultivating biological literacy and practicing more student-centered learning in undergraduate life sciences education. We report here on the use of Group Active Engagement (GAE)…

Liberal Learning as Freedom: A Capabilities Approach to Undergraduate Education

ERIC Educational Resources Information Center

Garnett, Robert F., Jr.

2009-01-01

In this paper, I employ the pioneering works of Nussbaum, Sen, Saito, and Walker, in conjunction with the U.S. tradition of academic freedom, to outline a capability-centered vision of undergraduate education. Pace Nussbaum and Walker, I propose a short list of learning capabilities to which every undergraduate student should be entitled. This…

Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

ERIC Educational Resources Information Center

Carpenter, Stacey L.

2015-01-01

This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

Exploring the Perceptions of Study Abroad among Black Undergraduates at Historically Black Colleges and Universities

ERIC Educational Resources Information Center

Gaines, Nykia Dionne

2012-01-01

International education helps students become more engaged within the United States and abroad. Black undergraduates continue to be underrepresented in study abroad despite two decades of increased enrollment by Black students in higher education in the United States. This study had three purposes: (1) to explore how Black undergraduates attending…

Incorporating Space Science Content Into the Undergraduate Curriculum by the NASA Education Forums' Higher Education Working Group

NASA Astrophysics Data System (ADS)

Gross, N. A.; Buxner, S.; Cobabe-Ammann, E. A.; Fraknoi, A.; Moldwin, M.; Peticolas, L. M.; Low, R.; Schultz, G. R.

2013-12-01

As part of the NASA Education Forums, the Higher Education Working Group (HEWG) strives to support undergraduate science education through a variety of activities. These activities include: providing resource that incorporate space science topics into the existing undergraduate curriculum, understanding the role that community colleges play in STEM education and preparing STEM teachers, and identifying issues in diversity related to STEM education. To assess the best way of including space science into the undergraduate curriculum, the HEWG held a series of workshops and conducted surveys of undergraduate faculty who are conducting research in space science. During this engagement, the faculty expressed a need for a centralized repository of materials that can be used as part of already existing undergraduate courses in astronomy, physics, and earth science. Such a repository has since been developed, the 'EarthSpace Higher Education Clearing House (http://www.lpi.usra.edu/earthspace/) and it is still growing. Additional community tools, such as a newsletter, are provided through this website. To better understand the role and needs of community colleges, the HEWG undertook and extensive survey of community college STEM faculty. 187 faculty responded to the survey and the results show the extensive teaching load these faculty have, as well as the diverse demographics and the extent to which STEM teachers begin their preparation at 2 year institutions. Finally, the HEWG has begun to work on understanding the issues faced in increasing the diversity of the STEM work force. Progress and results of all this work will be summarized in this presentation.

Is More Nutrition Education Needed in the Undergraduate Medical Curriculum?

PubMed Central

Gomathi, Kadayam G.; Shehnaz, Syed I.; Khan, Nelofer

2014-01-01

Objectives: The rise in lifestyle diseases has resulted in primary physicians advising more patients on the benefits of nutritional modifications. However, nutrition education has remained more or less unchanged in the undergraduate medical curriculum. This study aimed to assess the perceptions of medical graduates regarding nutrition education in their undergraduate curriculum. Methods: A total of 125 medical graduates from the Gulf Medical University in Ajman, United Arab Emirates, were invited to participate in an anonymous online survey from May to October 2012. The validated pilot-tested questionnaire was designed to assess perceptions regarding nutrition education in the undergraduate medical curriculum. Results: A total of 65 medical graduates responded to the survey, of which 55% were female. Of the respondents, 32% were general physicians and 68% were specialists in various disciplines. Nutrition education was perceived to be very important by 80% of the respondents; however, 78.5% felt that they had not received adequate instruction in this field during their undergraduate medical curriculum. The major areas of deficit identified were in the categories of clinical nutrition, nutrition in primary care and evidence-based nutrition. Conclusion: In this study, Gulf Medical University graduates perceived a need for more nutrition-related instruction in their undergraduate medical curriculum. The areas of deficit identified in this study could help in future curricular improvements. PMID:25364560

Implications of the growth of dental education in India.

PubMed

Mahal, Ajay S; Shah, Naseem

2006-08-01

By influencing the supply of trained human resources, the dental education sector can play a significant role in influencing policy goals of ensuring good quality and equitable access to oral health services in developing countries. Our research goal was to assess quantitatively the size of the Indian dental education sector, its growth over time, and the implications of this growth for equity and quality in oral health care. Information on the location of teaching institutions, the year of establishment, type of ownership, and seat capacity was obtained from government sources, the Dental Council of India, and websites of individual institutions to estimate the growth in the undergraduate dental education sector, including the role of the private sector from 1950 to 2005. Data on location of training capacity and institutions were used to assess the geographical distribution of undergraduate dental education capacity in India. Registration data on dentists, the size of available faculty relative to regulatory requirements, and penalties imposed on offending faculty and education institutions were used to assess the impact of the growing Indian dental education sector on graduate quality and equitable access. Dental colleges and enrollment capacity have grown rapidly over the five decades since 1950, mainly due to a growing private sector. There is regional inequality in the location of dental education schools in India with a bias toward economically better-off regions. The growth in the dental education sector has translated into increased overall access, although accompanied by rising inequality in access and possibly lower quality of dental education.

Stewards of children education: Increasing undergraduate nursing student knowledge of child sexual abuse.

PubMed

Taylor, L Elaine; Harris, Heather S

2018-01-01

Child sexual abuse and exploitation are an increasing public health problem. In spite of the fact that nurses are in a unique position to identify and intervene in the lives of children suffering from abuse due to their role in providing health care in a variety of settings, nursing curricula does not routinely include this focus. The goal was to document the effectiveness of the Stewards of Children child sexual abuse training as an effective educational intervention to increase the knowledge level of undergraduate nursing students on how to prevent, recognize, and react responsibly to child sexual abuse and trafficking. Undergraduate nursing students were required to take the Stewards of Children training in their last semester prior to graduation. Students in the study were given a pre-test prior to the class and a post-test following the class. Pre- and post-tests were graded and the results were compared along with an item indicating the participants' perception of the educational intervention in improving their confidence and competence in this area. Data analysis revealed that post-test scores following training were significantly improved: pre-test mean=45.5%; post-test mean score=91.9%. The statistical significance of the improvement was marked, p<0.01, N=119. The mean response for the perceived values scale was 1.65 from a potential score of 2. This study found a statistically significant increase in the knowledge level of undergraduate nursing students on how to prevent, recognize, and react responsibly to child sexual abuse and trafficking following the Stewards of Children training. Students also reported a high level of confidence in how to prevent abuse and react skillfully when child sexual abuse had occurred. The authors concluded that Stewards of Children is an effective option to educate nursing students on this topic. Copyright © 2017. Published by Elsevier Ltd.

Developing Effective Undergraduate Research Experience

NASA Astrophysics Data System (ADS)

Evans, Michael; Ilie, Carolina C.

2011-03-01

Undergraduate research is a valuable educational tool for students pursuing a degree in physics, but these experiences can become problematic and ineffective if not handled properly. Undergraduate research should be planned as an immersive learning experience in which the student has the opportunity to develop his/her skills in accordance with their interests. Effective undergraduate research experiences are marked by clear, measurable objectives and frequent student-professor collaboration. These objectives should reflect the long and short-term goals of the individual undergraduates, with a heightened focus on developing research skills for future use. 1. Seymour, E., Hunter, A.-B., Laursen, S. L. and DeAntoni, T. (2004), ``Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study''. Science Education, 88: 493--534. 2. Behar-Horenstein, Linda S., Johnson, Melissa L. ``Enticing Students to Enter Into Undergraduate Research: The Instrumentality of an Undergraduate Course.'' Journal of College Science Teaching 39.3 (2010): 62-70.

The Intellectual Supermarket.

ERIC Educational Resources Information Center

Demb, Ada

2002-01-01

Discusses how separating undergraduate education into its two primary components--general education and the major--and then applying the perspective of a supermarket analogy leads to startling conclusions about possible transformations of the production and distribution system for higher education at the undergraduate level and for implementing…

Near-peer mentorship for undergraduate training in Ugandan medical schools: views of undergraduate students

PubMed Central

Rukundo, Godfrey Zari; Burani, Aluonzi; Kasozi, Jannat; Kirimuhuzya, Claude; Odongo, Charles; Mwesigwa, Catherine; Byona, Wycliff; Kiguli, Sarah

2016-01-01

Introduction Masters Students are major stakeholders in undergraduate medical education but their contribution has not been documented in Uganda. The aim of the study was to explore and document views and experiences of undergraduate students regarding the role of masters students as educators in four Ugandan medical schools. Methods This was a cross-sectional descriptive study using qualitative data collection methods. Eight Focus Group Discussions were conducted among eighty one selected preclinical and clinical students in the consortium of four Ugandan medical schools: Mbarara University of Science and Technology, Makerere College of Health Sciences, Gulu University and Kampala International University, Western Campus. Data analysis was done using thematic analysis. Participants’ privacy and confidentiality were respected and participant identifiers were not included in data analysis. Results Undergraduate students from all the medical schools viewed the involvement of master's students as very important. Frequent contact between masters and undergraduate students was reported as an important factor in undergraduate students’ motivation and learning. Despite the useful contribution, master’ students face numerous challenges like heavy workload and conflicting priorities. Conclusion According to undergraduate students in Ugandan medical schools, involvement of master's students in the teaching and learning of undergraduate students is both useful and challenging to masters and undergraduate students. Masters students provide peer mentorship to the undergraduate students. The senior educators are still needed to do their work and also to support the master's students in their teaching role. PMID:27347289

Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors

ERIC Educational Resources Information Center

Dolan, Erin; Johnson, Deborah

2009-01-01

Involvement in research has become a fixture in undergraduate science education across the United States. Graduate and postdoctoral students are often called upon to mentor undergraduates at research universities, yet mentoring relationships in undergraduate-graduate/postdoctoral student dyads and undergraduate-graduate/postdoctoral…

Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research

ERIC Educational Resources Information Center

Grunspan, Daniel Z.; Wiggins, Benjamin L.; Goodreau, Steven M.

2014-01-01

Social interactions between students are a major and underexplored part of undergraduate education. Understanding how learning relationships form in undergraduate classrooms, as well as the impacts these relationships have on learning outcomes, can inform educators in unique ways and improve educational reform. Social network analysis (SNA)…

Physical Education Undergraduate Students' Colorblind Racial Ideology and Multicultural Teaching Competence

ERIC Educational Resources Information Center

Burden, Joe W., Jr.; Hodge, Samuel R.; Harrison, Louis, Jr.

2015-01-01

The purpose of this study was to analyze links between racial ideology and multicultural teaching competencies as perceived by undergraduate students in physical education teacher education (PETE) programs. Data were collected from physical education students (N = 239) across five PETE programs in the Northeastern region of the United States via a…

Adapting to a Changing World--Challenges and Opportunities in Undergraduate Physics Education

ERIC Educational Resources Information Center

National Academies Press, 2013

2013-01-01

"Adapting to a Changing World" was commissioned by the National Science Foundation to examine the present status of undergraduate physics education, including the state of physics education research, and, most importantly, to develop a series of recommendations for improving physics education that draws from the knowledge we have about…

75 FR 12217 - Federal Perkins Loan, Federal Work-Study, and Federal Supplemental Educational Opportunity Grant...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-15

... DEPARTMENT OF EDUCATION Federal Perkins Loan, Federal Work-Study, and Federal Supplemental... undergraduate and graduate students to help pay for their education. The FWS Program encourages the part-time employment of needy undergraduate and graduate students to help pay for their education and to involve the...

A Profile of Participation in Distance Education: 1999-2000. Postsecondary Education Descriptive Analysis Reports.

ERIC Educational Resources Information Center

Sikora, Anna C.

This study examined the participation of undergraduate and graduate students in distance education. Students responding to the 1999-2000 National Postsecondary Student Aid Study who reported taking distance education courses for credit were asked about their experiments. Eight percent of undergraduates and 10% of graduate and first professional…

Integrating Electronic Health Record Competencies into Undergraduate Health Informatics Education.

PubMed

Borycki, Elizabeth M; Griffith, Janessa; Kushniruk, Andre W

2016-01-01

In this paper we report on our findings arising from a qualitative, interview study of students' experiences in an undergraduate health informatics program. Our findings suggest that electronic health record competencies need to be integrated into an undergraduate curriculum. Participants suggested that there is a need to educate students about the use of the EHR, followed by best practices around interface design, workflow, and implementation with this work culminating in students spearheading the design of the technology as part of their educational program of study.

The Impact of Micro-Teaching on the Teaching Practice Performance of Undergraduate Agricultural Education Students in College of Education, Azare

ERIC Educational Resources Information Center

Sa'ad, Tata Umar; Sabo, Shehu; Abdullahi, Aliyu Dahuwa

2015-01-01

Micro-teaching and teaching practices are two integral parts of teacher education programme. Therefore, this study investigated the impact of micro-teaching on the teaching practice of the undergraduate Agricultural Education Students admitted in 2012/2013 Academic session in College of Education, Azare, Bauchi State, Nigeria. The 400 level…

Integrating Clinical Neuropsychology into the Undergraduate Curriculum.

ERIC Educational Resources Information Center

Puente, Antonio E.; And Others

1991-01-01

Claims little information exists in undergraduate education about clinical neuropsychology. Outlines an undergraduate neuropsychology course and proposes ways to integrate the subject into existing undergraduate psychology courses. Suggests developing specialized audio-visual materials for telecourses or existing courses. (NL)

75 FR 65527 - Agency Information Collection Activities: Proposed Collection; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-25

... Education Program Evaluation. OMB Number: 3145-0211. Expiration Date of Approval: March 31, 2013. Title of collection: Revitalizing Computing Pathways (CPATH) in Undergraduate Education Program Evaluation. Type of... organizations) to formulate and implement plans to revitalize undergraduate computing education in the United...

Study on Enterprise Education System for Undergraduates in Universities

ERIC Educational Resources Information Center

Zhang, Min

2014-01-01

This paper studies the higher school undergraduate entrepreneurship education system. Its architecture mainly includes five aspects of content: improve the students' entrepreneurial cognitive ability, adjust the teacher's education idea, carry out various kinds of entrepreneurship and entrepreneurial training, carry out flexible forms of team…

[Rehabilitation in undergraduate education and advanced professional training of the participating professional groups].

PubMed

Mau, Wilfried; Bengel, Jürgen; Pfeifer, Klaus

2017-04-01

In the German health care system, multiprofessional and coordinated rehabilitation care provides support for successful disease management. Against a background of the conditions and strong dynamics of the provision, this article gives an overview of some of the pertinent developments in rehabilitation-related undergraduate education and advanced professional training of physicians, psychologists, and exercise therapy professions in Germany. Frequently, there are few provisions and great variation between different locations. New conditions, such as the National Competence-Based Learning Objectives for Undergraduate Medical Education, the National Guidelines for Graduate Medical Education, and the ongoing reform of the psychotherapists' law emphasizing training in psychotherapy at university, allow the expectation of a positive effect on the competence of rehabilitation professionals. Education in physiotherapy is developing according to international standards aimed at improved evidence-based care. For the widely evidence-based undergraduate education and advanced professional training in sports and exercise therapy better profiling and professionalization should be sought.

Perceptions of Junior Doctors and Undergraduate Medical Students as Anatomy Teachers: Investigating Distance along the Near-Peer Teaching Spectrum

ERIC Educational Resources Information Center

Hall, Samuel; Stephens, Jonathan; Andrade, Teu; Davids, Joseph; Powell, Matthew; Border, Scott

2014-01-01

Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be…

To Improve the Learning Experience of the First Trimester Undergraduate Students in an Australian University's Offshore Campus: A Knowledge Management Methodology

ERIC Educational Resources Information Center

Leung, Nelson K. Y.; Shamsub, Hannarong; Tsang, Nicole; Au, Bill

2014-01-01

Due to the successful implementation of knowledge management (KM) in many commercial organizations, KM has been recently extended to higher education institutions (HEIs) to manage scholar knowledge, and institution policies and procedures. To address the lack of insight in regards to the engagement of tertiary students to manage knowledge at a…

First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning

ERIC Educational Resources Information Center

Afolabi, Folashade

2017-01-01

This study investigated the first year University undergraduates' experiences in the use of open educational resources (OER) in online learning and their in-course achievement. The design selected for the study was survey and quasi-experimental. A total number of 106 University undergraduates participated in the study after a preliminary study was…

Precursors of Professionalism in Senior-Level Undergraduate Business Students and the Implications of These Precursors for Business Education and the Profession

ERIC Educational Resources Information Center

Nino, Lana Sami

2012-01-01

Understanding the professional identity of senior-level undergraduate business students may shed light on the rampant unethical acts of business managers in industry. Business education is the largest segment of undergraduate majors, constituting more than 20% of students in four-year institutions, year after year. To explain the professional…

Use and Users of Digital Resources: A Focus on Undergraduate Education in the Humanities and Social Sciences

ERIC Educational Resources Information Center

Harley, Diane; Henke, Johnathan; Lawrence, Shannon; Miller, Ian; Perciali, Irene; Nasatir, David

2006-01-01

The purpose of our research was (1) to map the universe of digital resources available to a subset of undergraduate educators in the humanities and social sciences, and (2) to investigate how and if available digital resources are actually being used in undergraduate teaching environments. We employed multiple methods, including surveys and focus…

Analyzing the Attitude of Undergraduate Students toward Poverty and Impoverished Persons: Does Social Work Education Make a Difference?

ERIC Educational Resources Information Center

Weaver, Robert D.; Yun, Sung Hyun

2011-01-01

This study evaluated the impact that undergraduate social work education had on students' attitude toward poverty as pretest and posttest data were collected from 166 university students enrolled in an undergraduate social work course that included a focus on poverty. At both stages of the study participants responded to a 37-item validated…

The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review.

PubMed

Jefferies, Diana; McNally, Stephen; Roberts, Katriona; Wallace, Anna; Stunden, Annette; D'Souza, Suzanne; Glew, Paul

2018-01-01

This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice. A systematic review of qualitative studies and expert opinion publications. A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English. We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria. Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice. This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an undergraduate nursing programme. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Greek Undergraduate Physical Education Students' Basic Computer Skills

ERIC Educational Resources Information Center

Adamakis, Manolis; Zounhia, Katerina

2013-01-01

The purposes of this study were to determine how undergraduate physical education (PE) students feel about their level of competence concerning basic computer skills and to examine possible differences between groups (gender, specialization, high school graduation type, and high school direction). Although many students and educators believe…

Research on the Undergraduate Financial Engineering Education in China

ERIC Educational Resources Information Center

Ma, Haiyong; Zhang, Weiwei

2011-01-01

The rapid development of modern economy has put forward higher requirements for financial engineering education. This paper analyzes the status and problems in undergraduate financial engineering education in china, such as indistinct training objective, rigid curriculum structure, and superficial teaching methods, etc. and puts forward…

Contemporary undergraduate implant dentistry education: a systematic review.

PubMed

Koole, S; De Bruyn, H

2014-03-01

Consensus reports recommend that students upon graduation should possess a significant level of knowledge and competence in implant dentistry, including basic competences in diagnostics, treatment planning, restorative, straightforward surgical and maintenance procedures. In response, undergraduate curricula need to integrate implant dentistry. This narrative review explores educational programmes in terms of competences, related research and barriers or reflections, regarding implementation in undergraduate curricula. Publications (2008-2013) were searched systematically in WoS, PubMed and ERIC and screened independently by two authors in four stages: removal of duplicates, title screening, abstract screening and full-text reading. Inclusion criteria encompassed implant dentistry in undergraduate education. Finally, 37 of 420 papers were included. Detailed information regarding programme content, number of participants, staff input, logistics/funding issues is scattered. Theoretical education is predominant, and pre-clinical/clinical training is offered minimally, often carried out in elective programmes. However, selected straightforward cases treated by undergraduates yield positive outcomes with low failure rates, few complications, high patient satisfaction and student appreciation. Barriers to implementing implant dentistry in the undergraduate curriculum include funding issues, limitations in time or staff availability/competence and lack of suitable patients. Overcoming these barriers is worthwhile as experience-based implant education affects future practice as well-informed students propose more restorative alternatives to their patients. Although implant dentistry is increasingly integrated in undergraduate curricula, challenges remain in developing strategies to implement existing competence profiles and the extent of experience-based education. To support further advancement, universities should report comprehensively on their implant programmes to allow comparison and reproduction in other environments. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Special needs dentistry: perception, attitudes and educational experience of Malaysian dental students.

PubMed

Ahmad, M S; Razak, I A; Borromeo, G L

2015-02-01

A compromised oral health condition amongst patients with special health care needs (SHCN) has been associated with the reluctance and shortage of skills of dental professionals in managing such patients. Lack of training and experience at the undergraduate level are reported barriers to the provision of care for this patient cohort. Undergraduate education therefore, plays an important role in producing professionals with the knowledge, skills and positive attitude in treating patients with SHCN. This study aims to determine the level of knowledge, comfort and attitudes of Malaysian undergraduate dental students towards caring for patients with SHCN, as well as their perception on education in this field. A self-administered questionnaire was administered in the classroom style to final year undergraduate dental students in Malaysian public dental schools. Most students were aware of Special Needs Dentistry (SND) as a specialty after being informed by academic staff. The majority of the students demonstrated poor knowledge in defining SND and felt uncomfortable providing care for such patients. They perceived their undergraduate training in SND as inadequate with most students agreeing that they should receive didactic and clinical training at undergraduate level. A high percentage of students also expressed interest in pursuing postgraduate education in this area of dentistry despite the lack of educational exposure during undergraduate years. The study supports a need for educational reform to formulate a curriculum that is more patient-centred, with earlier clinical exposure in various clinical settings for students to treat patients with special health care needs, applying the concept of holistic care in a variable clinical condition. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

New Developments in Undergraduate Education in Public Health: Implications for Health Education and Health Promotion

ERIC Educational Resources Information Center

Barnes, Michael D.; Wykoff, Randy; King, Laura Rasar; Petersen, Donna J.

2012-01-01

The article provides an overview of efforts to improve public health and health education training and on the potential use of Critical Component Elements (CCEs) for undergraduate health education programs toward more consistent quality assurance across programs. Considered in the context of the Galway Consensus Conference, the authors discuss the…

An Exploratory Study of Online Teaching in For-Profit Undergraduate Education Degree Programs

ERIC Educational Resources Information Center

Butler, Rufina E.

2013-01-01

Throughout the history of higher education, measurement of learning was based on face-to-face delivery. Today, delivery of higher education through distance learning is moving to the forefront, and the quality of education offered in this venue has become a contentious topic. This is especially true with the undergraduate population, a population…

Perceptions of Course Value and Issues of Specialization in Undergraduate Music Teacher Education Curricula

ERIC Educational Resources Information Center

Groulx, Timothy J.

2016-01-01

Music educators (n = 601) responded to a survey designed to investigate what undergraduate music education curricular changes might be desired to better serve the profession. Participants rated the value of the 20 most common types of courses in a music teacher education program. The highest rated courses were student teaching, ensembles, applied…

Undergraduate Research Supervision in Social Studies and Religious Education: The Case of Primary Colleges of Education in Botswana

ERIC Educational Resources Information Center

Boikhutso, Keene; Dinama, Baamphatlha; Kebabope, Santudu

2013-01-01

This paper explored the myriad problems associated with undergraduate research supervision in social studies and religious education using one of the primary Colleges of Education near Gaborone, the capital city of Botswana as a case study. The study applied qualitative research involving interviews and focus group interviews to solicit…

Educational Exchange: Investigation of a Videoconference-Based Instructional Program for Educational Psychology Undergraduates and Fifth Graders

ERIC Educational Resources Information Center

Butler, Allison G.; Lenore, Sandra; Nunez, Jenifer

2018-01-01

An innovative learning partnership took place between undergraduates in an educational psychology course and fifth graders at a local elementary school. The goals for the partnership were: (a) to use videoconferencing to provide educational psychology students with a window into a live classroom, thus allowing opportunities to see theories and…

State-Based Case Studies of Assessment Initiatives in Undergraduate Education: Chronology of Critical Points.

ERIC Educational Resources Information Center

Boyer, Carol M.; Ewell, Peter T.

The Education Commission of the States (ECS) together with the American Association for Higher Education recently conducted five case studies of state-based approaches to assessment in undergraduate education in Colorado, Missouri, New Jersey, South Dakota, and Virginia. The case studies, in turn, are part of the Missouri Governor John Ashcroft's…

Representations of a High-Quality System of Undergraduate Education in English Higher Education Policy Documents

ERIC Educational Resources Information Center

Ashwin, Paul; Abbas, Andrea; McLean, Monica

2015-01-01

This article examines the ways in which a high-quality system of undergraduate education is represented in recent policy documents from a range of actors interested in higher education. Drawing on Basil Bernstein's ideas, the authors conceptualise the policy documents as reflecting a struggle over competing views of quality that are expressed…

Australian Undergraduate Biotechnology Student Attitudes towards the Teaching of Ethics

NASA Astrophysics Data System (ADS)

Lysaght, Tamra; Rosenberger, Philip J., III; Kerridge, Ian

2006-08-01

In recent years, ethics has become part of most tertiary biotechnology curricula. There is, however, considerable variation in the extent and manner of ethics education provided to students in different institutions. In addition, the perceived need that students and employers have regarding ethics education, and the aims and expected outcomes of ethics education, are rarely made clear. This research reports the findings of a questionnaire administered to 375 undergraduate biotechnology students from 19 Australian universities to determine their attitudes towards the teaching of ethics. The results suggest that undergraduate biotechnology students generally regard ethics education to be important and that ethics should be included in undergraduate biotechnology curricula. Students tended, however, to emphasize the professional and industrial side of ethics and not to recognize the personal effects of morals and behaviour. We provide suggestions for rethinking how ethics should be taught.

Implant dentistry curriculum in undergraduate education: part 1-a literature review.

PubMed

Kroeplin, Birgit S; Strub, Joerg R

2011-01-01

The aim of this literature review was to evaluate to what extent oral implant dentistry was integrated into undergraduate educational programs worldwide. An online search of PubMed (MEDLINE and additional life science journals) was performed for articles published from 1966 to January 2010 using combinations of select medical subject headings. Additionally, the ISI Web of Knowledge database (MEDLINE: 1950 to present, Web of Science: 1945 to present) was searched using "education" and "implant" as search terms. The online search was supplemented with a manual search of dental journals in the fields of education, prosthodontics, and implant dentistry and of the reference lists of selected full-text articles. Surveys comparing different undergraduate dental implant curricula and articles describing the undergraduate dental implant curriculum of a single university were identified. Postgraduate or continuing education programs for dental practitioners or master and specialist programs were excluded. Twenty-five articles met the inclusion criteria of this review. The percentage of universities that included implant dentistry in undergraduate education increased from 51% in 1974 to 97% in 2006 for universities in the United States and to 100% for surveyed European universities. All curricula included lectures (mostly 1 to 20 hours) and 30% to 42% included laboratory courses, but the level of clinical experience differed greatly between surveyed universities. Because oral implant dentistry has become a standard treatment alternative, the undergraduate dental curricula should include its application in treatment planning, observation of placing and restoring implants, and treating patients with implant-retained or -supported restorations.

A Comparative Analysis of General Culture Courses within the Scope of Knowledge Categories in Undergraduate Teacher Education Programs "Turkey and the USA"

ERIC Educational Resources Information Center

Hayirsever, Fahriye; Kalayci, Nurdan

2017-01-01

In this study, general culture and general education courses within the scope of knowledge categories in undergraduate teacher education programs in Turkey and the USA are comparatively analyzed. The study is a comparative education study and uses a descriptive model. In the study, the general culture - general education courses taught in the…

Career interest, self-efficacy, and perception in undecided and nursing undergraduate students: a quantitative study.

PubMed

Fillman, Valentina M

2015-01-01

Career choice variables of career interest, self-efficacy, and perception were chosen based upon Social Cognitive Career Theory concepts for study between nursing and undecided undergraduate student groups. Components of the Career Search Questionnaire and Perceptions of Professional Nursing instruments were combined and adapted to form the Career Choice Survey for use in this research. This web-based survey totaling 40 questions was sent to 577 undergraduate students with a 12% response rate (N=68). Due to the need to increase nursing recruitment and retention, hypotheses were developed that distinguish if any relationship existed between groups. Findings of this quantitative study resulted in statistically significant results on two of the three variable hypotheses (p=.006 for career interest, p=.002 for self-efficacy, p=.395 for perception), aligning with previous research and provide insight into the change in nursing perception. Overall, scores for each subscale were encouraging to current nurses and expected from undecided students. Implications for practice include increases in accurate nursing portrayal in the media and early career counseling to younger populations. Nurse educators can further research in career choice with focus on continuing education for current nurses and recruitment of young nursing hopefuls. Copyright © 2014 Elsevier Ltd. All rights reserved.

Science and ecological literacy in undergraduate field studies education

NASA Astrophysics Data System (ADS)

Mapp, Kim J.

There is an ever-increasing number of issues that face our world today; from climate change, water and food scarcity, to pollution and resource extraction. Science and ecology play fundamental roles in these problems, and yet the understanding of these fields is limited in our society (Miller, 2002; McBride, Brewer, Berkowitz, and Borrie, 2013). Across the nation students are finishing their undergraduate degrees and are expected to enter the workforce and society with the skills needed to succeed. The deficit of science and ecological literacy in these students has been recognized and a call for reform begun (D'Avanzo, 2003 and NRC, 2009). This mixed-methods study looked at how a field studies course could fill the gap of science and ecological literacy in undergraduates. Using grounded theory, five key themes were data-derived; definitions, systems thinking, human's role in the environment, impetus for change and transference. These themes where then triangulated for validity and reliability through qualitative and quantitative assessments. A sixth theme was also identified, the learning environment. Due to limited data to support this themes' development and reliability it is discussed in Chapter 5 to provide recommendations for further research. Key findings show that this field studies program influenced students' science and ecological literacy through educational theory and practice.

Evaluating ambulatory care training in Firoozgar hospital based on Iranian national standards of undergraduate medical education

PubMed Central

Sabzghabaei, Foroogh; Salajeghe, Mahla; Soltani Arabshahi, Seyed Kamran

2017-01-01

Background: In this study, ambulatory care training in Firoozgar hospital was evaluated based on Iranian national standards of undergraduate medical education related to ambulatory education using Baldrige Excellence Model. Moreover, some suggestions were offered to promote education quality in the current condition of ambulatory education in Firoozgar hospital and national standards using the gap analysis method. Methods: This descriptive analytic study was a kind of evaluation research performed using the standard check lists published by the office of undergraduate medical education council. Data were collected through surveying documents, interviewing, and observing the processes based on the Baldrige Excellence Model. After confirming the validity and reliability of the check lists, we evaluated the establishment level of the national standards of undergraduate medical education in the clinics of this hospital in the 4 following domains: educational program, evaluation, training and research resources, and faculty members. Data were analyzed according to the national standards of undergraduate medical education related to ambulatory education and the Baldrige table for scoring. Finally, the quality level of the current condition was determined as very appropriate, appropriate, medium, weak, and very weak. Results: In domains of educational program 62%, in evaluation 48%, in training and research resources 46%, in faculty members 68%, and in overall ratio, 56% of the standards were appropriate. Conclusion: The most successful domains were educational program and faculty members, but evaluation and training and research resources domains had a medium performance. Some domains and indicators were determined as weak and their quality needed to be improved, so it is suggested to provide the necessary facilities and improvements by attending to the quality level of the national standards of ambulatory education PMID:29951400

The journal of undergraduate neuroscience education: history, challenges, and future developments.

PubMed

Dunbar, Gary L; Lom, Barbara; Grisham, William; Ramirez, Julio J

2009-01-01

The 'JUNE and You' sessions presented at the July 2008 Undergraduate Neuroscience Education workshop, sponsored jointly by Faculty for Undergraduate Neuroscience (FUN) and Project Kaleidoscope (PKAL), featured background information about the history and mission of the Journal of Undergraduate Neuroscience Education (JUNE), followed by an informative discussion about the challenges facing JUNE, including new ideas for future developments. This article will highlight some of the information and ideas generated and shared at this conference. Critical discussion points included the need to keep members of FUN actively engaged in submitting and reviewing articles for JUNE. Ways in which authors, reviewers, and interested faculty members could best help in promoting the mission and vision of JUNE were discussed. Concerns about recent hackings into the JUNE website were also raised, and possible solutions and measures that can be taken to minimize this in the future were discussed. In addition, ideas for expanding the role of JUNE to provide a forum to evaluate new and emerging website information that is pertinent to undergraduate neuroscience education was discussed. Ideas for future developments of JUNE included revolving postings of articles as they are accepted, providing links to several related websites, and allowing updates for articles that have been previously published in JUNE. Finally, ideas for maintaining and expanding JUNE's stature as the resource for undergraduate neuroscience education included ensuring that JUNE is listed on important search vehicles, such as PubMed.

The Applicability of Undergraduate Education in Jobs.

ERIC Educational Resources Information Center

Riley, Stephen T.

1982-01-01

A study to determine the applicability of undergraduate education in jobs and to evaluate some of the benefits accruing to a college educated person in the labor force is discussed. The relationship between the usefulness of college training in jobs and levels of job satisfaction and income is examined. (Author/MLW)

Instilling Foundation Behaviors of Professional Practice in Undergraduate Athletic Training Students: A Grounded Theory Study

ERIC Educational Resources Information Center

O'Brien, Christopher W.

2011-01-01

The purpose of this grounded theory study was to investigate the implementation of the "Foundational Behaviors of Professional Practice" in undergraduate athletic training education program curriculums accredited by the Commission on Accreditation of Athletic Training Education [CAATE]. Specifically, this study examined the educational and…

NCATE and Texas Eyeball to Eyeball: Who Will Blink?

ERIC Educational Resources Information Center

Watts, Doyle

1989-01-01

The National Council for Accreditation of Teacher Education (NCATE) and Texas teacher training institutions are squaring off because of Texas SB 994, a law that eliminates undergraduate degrees in education and caps required credit hours in undergraduate teacher education courses. This article interviews Carl Parker, Hendrik Gideonse, Mary…

Principles for Quality Undergraduate Education in Psychology

ERIC Educational Resources Information Center

American Psychologist, 2011

2011-01-01

The principles for undergraduate education in psychology presented here are designed for creating a world-class educational system that provides students with the workplace skills needed in this information age; a solid academic background that prepares them for advanced study in a wide range of fields; and the knowledge, skills, and abilities…

Upgrading Undergraduate Biology Education

ERIC Educational Resources Information Center

Musante, Susan

2011-01-01

On many campuses throughout the country, undergraduate biology education is in serious need of an upgrade. During the past few decades, the body of biological knowledge has grown exponentially, and as a research endeavor, the practice of biology has evolved. Education research has also made great strides, revealing many new insights into how…

The Federal Role in Undergraduate Science and Engineering Education.

ERIC Educational Resources Information Center

Bloch, Erich

The role of the National Science Foundation (NSF) in supporting college science and engineering education at the undergraduate level is discussed, along with important factors in the national environment, including economic challenges facing the country, and the foundation's relationship to research and education. Because of a shift to a global…

76 FR 63341 - Bureau of Educational and Cultural Affairs Request for Grant Proposals; Global Undergraduate...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-12

... DEPARTMENT OF STATE [Public Notice 7641] Bureau of Educational and Cultural Affairs Request for Grant Proposals; Global Undergraduate Exchange Program in Serbia and Montenegro NOTICE: Amendment to original Request for Grant Proposals. SUMMARY: The United States Department of State, Bureau of Educational...

75 FR 58373 - Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-24

... DEPARTMENT OF EDUCATION [CFDA No. 84.334A (Partnership grants)] Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) AGENCY: Office of Postsecondary Education, Department of Education. ACTION: Notice of intent to fund down the fiscal year (FY) 2008 grant slate for the GEAR UP...

What Works: Building Natural Science Communities. Resources for Reform. Strengthening Undergraduate Science and Mathematics. A Report of Project Kaleidoscope. Volume Two.

ERIC Educational Resources Information Center

Narum, Jeanne L., Ed.

The purpose of Project Kaleidoscope is to be a catalyst for action to encourage a national environment for reform in undergraduate education in science and mathematics in the United States. This report, the second of two volumes, presents ideas from Project Kaleidoscope that involve changing undergraduate science and mathematics education through…

A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

PubMed

Alkhateeb, Haitham M; Abed, Adnan S

2003-10-01

This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

Is It the Intervention or the Students? Using Linear Regression to Control for Student Characteristics in Undergraduate STEM Education Research

PubMed Central

Theobald, Roddy; Freeman, Scott

2014-01-01

Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due to the effect of an instructional intervention or to differences in student characteristics when students cannot be assigned to control and treatment groups at random. Using pre- and posttest scores from an introductory biology course, we illustrate how the methods currently in wide use can lead to erroneous conclusions, and how multiple linear regression offers an effective framework for distinguishing the impact of an instructional intervention from the impact of student characteristics on test score gains. In general, we recommend that researchers always use student-level regression models that control for possible differences in student ability and preparation to estimate the effect of any nonrandomized instructional intervention on student performance. PMID:24591502

Is it the intervention or the students? using linear regression to control for student characteristics in undergraduate STEM education research.

PubMed

Theobald, Roddy; Freeman, Scott

2014-01-01

Although researchers in undergraduate science, technology, engineering, and mathematics education are currently using several methods to analyze learning gains from pre- and posttest data, the most commonly used approaches have significant shortcomings. Chief among these is the inability to distinguish whether differences in learning gains are due to the effect of an instructional intervention or to differences in student characteristics when students cannot be assigned to control and treatment groups at random. Using pre- and posttest scores from an introductory biology course, we illustrate how the methods currently in wide use can lead to erroneous conclusions, and how multiple linear regression offers an effective framework for distinguishing the impact of an instructional intervention from the impact of student characteristics on test score gains. In general, we recommend that researchers always use student-level regression models that control for possible differences in student ability and preparation to estimate the effect of any nonrandomized instructional intervention on student performance.

National Clinical Skills Competition: an effective simulation-based method to improve undergraduate medical education in China.

PubMed

Jiang, Guanchao; Chen, Hong; Wang, Qiming; Chi, Baorong; He, Qingnan; Xiao, Haipeng; Zhou, Qinghuan; Liu, Jing; Wang, Shan

2016-01-01

The National Clinical Skills Competition has been held in China for 5 consecutive years since 2010 to promote undergraduate education reform and improve the teaching quality. The effects of the simulation-based competition will be analyzed in this study. Participation in the competitions and the compilation of the questions used in the competition finals are summarized, and the influence and guidance quality are further analyzed. Through the nationwide distribution of questionnaires in medical colleges, the effects of the simulation-based competition on promoting undergraduate medical education reform were evaluated. The results show that approximately 450 students from more than 110 colleges (accounting for 81% of colleges providing undergraduate clinical medical education in China) participated in the competition each year. The knowledge, skills, and attitudes were comprehensively evaluated by simulation-based assessment. Eight hundred and eighty copies of the questionnaires were distributed to 110 participating medical schools in 2015. In total, 752 valid responses were received across 95 schools. The majority of the interviewees agreed or strongly agreed that competition promoted the adoption of advanced educational principles (76.8%), updated the curriculum model and instructional methods (79.8%), strengthened faculty development (84.0%), improved educational resources (82.1%), and benefited all students (53.4%). The National Clinical Skills Competition is widely accepted in China. It has effectively promoted the reform and development of undergraduate medical education in China.

National Clinical Skills Competition: an effective simulation-based method to improve undergraduate medical education in China.

PubMed

Jiang, Guanchao; Chen, Hong; Wang, Qiming; Chi, Baorong; He, Qingnan; Xiao, Haipeng; Zhou, Qinghuan; Liu, Jing; Wang, Shan

2016-01-01

Background The National Clinical Skills Competition has been held in China for 5 consecutive years since 2010 to promote undergraduate education reform and improve the teaching quality. The effects of the simulation-based competition will be analyzed in this study. Methods Participation in the competitions and the compilation of the questions used in the competition finals are summarized, and the influence and guidance quality are further analyzed. Through the nationwide distribution of questionnaires in medical colleges, the effects of the simulation-based competition on promoting undergraduate medical education reform were evaluated. Results The results show that approximately 450 students from more than 110 colleges (accounting for 81% of colleges providing undergraduate clinical medical education in China) participated in the competition each year. The knowledge, skills, and attitudes were comprehensively evaluated by simulation-based assessment. Eight hundred and eighty copies of the questionnaires were distributed to 110 participating medical schools in 2015. In total, 752 valid responses were received across 95 schools. The majority of the interviewees agreed or strongly agreed that competition promoted the adoption of advanced educational principles (76.8%), updated the curriculum model and instructional methods (79.8%), strengthened faculty development (84.0%), improved educational resources (82.1%), and benefited all students (53.4%). Conclusions The National Clinical Skills Competition is widely accepted in China. It has effectively promoted the reform and development of undergraduate medical education in China.

Diving Deep: A Comparative Study of Educator Undergraduate and Graduate Backgrounds and Their Effect on Student Understanding of Engineering and Engineering Careers, Utilizing an Underwater Robotics Program

NASA Astrophysics Data System (ADS)

Scribner, J. Adam

Numerous studies have demonstrated that educators having degrees in their subjects significantly enhances student achievement, particularly in secondary mathematics and science (Chaney, 1995; Goe, 2007; Rowan, Chiang, & Miller, 1997; Wenglinsky, 2000). Yet, science teachers in states that adopt the Next Generation Science Standards will be facilitating classroom engineering activities despite the fact that few have backgrounds in engineering. This quantitative study analyzed ex-post facto WaterBotics (an innovative underwater robotics curriculum for middle and high school students) data to determine if educators having backgrounds in engineering (i.e., undergraduate and graduate degrees in engineering) positively affected student learning on two engineering outcomes: 1) the engineering design process, and 2) understanding of careers in engineering (who engineers are and what engineers do). The results indicated that educators having backgrounds in engineering did not significantly affect student understanding of the engineering design process or careers in engineering when compared to educators having backgrounds in science, mathematics, technology education, or other disciplines. There were, however, statistically significant differences between the groups of educators. Students of educators with backgrounds in technology education had the highest mean score on assessments pertaining to the engineering design process while students of educators with disciplines outside of STEM had the highest mean scores on instruments that assess for student understanding of careers in engineering. This might be due to the fact that educators who lack degrees in engineering but who teach engineering do a better job of "sticking to the script" of engineering curricula.

Digital technologies in occupational therapy and physiotherapy undergraduate and postgraduate education: a scoping review protocol.

PubMed

Olivier, Benita; Verdonck, Michele; Casteleijn, Daleen

2017-11-01

How have digital technologies been used in occupational therapy and physiotherapy undergraduate and postgraduate education?Specifically, the objective of this scoping review is to present an overview of research on the use of digital technologies in terms of type of digital technology used, pedagogy associated with the use of digital technology, subject/topic/area of application, experiences/perception of digital technology used, outcomes of the digital technology used and challenges to the use of digital technologies in occupational therapy and physiotherapy undergraduate and postgraduate education.

Valued experiences of graduate students in their role as educators in undergraduate training in Ugandan medical schools.

PubMed

Rukundo, Godfrey Zari; Kasozi, Jannat; Burani, Aluonzi; Byona, Wycliff; Kirimuhuzya, Claude; Kiguli, Sarah

2017-11-25

In most medical schools, graduate students, sometimes referred to as graduate teaching assistants, often participate in the training of undergraduate students. In developing countries like Uganda, are typically involved in undergraduate training. However, prior to this study there were no standard guidelines for this involvement. At the same time, the views and experiences of the graduate students in their role as educators had not been documented. Therefore, the aim of this study was to explore the views and experiences of graduate students about their involvement in undergraduate training in three Ugandan medical schools. The findings of this study will contribute to the development of policies for training in Ugandan medical schools. This was a qualitative study in which thirty in-depth-interviews were conducted among second and third year graduate students in three Ugandan medical schools in the MESAU consortium (Medical Education Services to all Ugandans) including Mbarara University of Science and Technology, Makerere College of Health Sciences and Kampala International University, Western Campus. All graduate students from all the three medical schools viewed their involvement in undergraduate training as important. The study also revealed that graduate students increase available human resources and often compensate for the teaching missed when senior educators were absent. The graduate students expressed important views that need to be considered in the design of educational programs where they are to be involved. The respondents also reported a number of challenges in this undertaking that included lack of motivation, lack of orientation and having heavy workloads. The presence and commitment of senior educators to guide and support the graduate students in teaching activities was viewed as one significant intervention that would increase the effectiveness of their educational contributions. Graduate students enjoy their involvement in the training of undergraduate students despite the various challenges they face. In some departments, the involvement of postgraduate trainees is critical to the viability of undergraduate medical training.

Who Wants to Be a Physical Education Teacher? A Case Study of a Non-Traditional Undergraduate Student in a Physical Education Teacher Education Program

ERIC Educational Resources Information Center

Ronspies, Scott

2011-01-01

Forty percent of undergraduate students are non-traditional students. The purpose of this study was to identify what attracted the participant to physical education, identify what situational/social factors facilitated the career choice, and the beliefs of the participant about what it meant to be a physical educator. The study consisted of one…

Differential Pricing of Undergraduate Education.

ERIC Educational Resources Information Center

Yanikoski, Richard A.; Wilson, Richard F.

1984-01-01

The concept of differential pricing and its current application in undergraduate education are examined, particularly differentiating tuition by program at the upper-division level. Differential pricing is proposed as a policy that can benefit both students and institutions. (Author/MLW)

Teaching the process of science: faculty perceptions and an effective methodology.

PubMed

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew; Dirks, Clarissa

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

PubMed Central

Coil, David; Wenderoth, Mary Pat; Cunningham, Matthew

2010-01-01

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy. PMID:21123699

Study Abroad: The Experience of American Undergraduates in Western Europe and the United States. Occasional Papers on International Educational Exchange Research Series.

ERIC Educational Resources Information Center

Carlson, Jerry S.; And Others

A study was done to examine the effect of study abroad experiences on undergraduate students both in their undergraduate years and afterwards. The study was a joint effort of U.S. and European educators and institutions, involved over 400 participants, and included a comparison group of students not undertaking a year abroad. The participating…

Coping with stressful events: A pre-post-test of a psycho-educational intervention for undergraduate nursing and midwifery students.

PubMed

McCarthy, Bridie; Trace, Anna; O'Donovan, Moira; O'Regan, Patricia; Brady-Nevin, Caroline; O'Shea, Maria; Martin, Ann-Marie; Murphy, Margaret

2018-02-01

Knowledge of coping mechanisms is important for nursing and midwifery students to cope with stressful events during undergraduate education. To evaluate the impact of a psycho-educational intervention "Coping with Stressful Events" with first year undergraduate nursing and midwifery students. A quasi-experimental, one-group pre-post-test. One school of nursing/midwifery in one university in Ireland. A convenience sample of all first year undergraduate nursing and midwifery students (n=197). Of these 166 completed the pretest and 138 students completed the post test. Using the COPE Inventory questionnaire (Carver et al., 1989) data was collected pre and post-delivery of the psycho-educational intervention "Coping with Stressful Events" by two research assistants. Data were analysed using the IBM SPSS Statistics version 22 (NY, USA). Results demonstrated improved coping skills by students. There were statistically significant differences between pre and post intervention for some coping subscales. For example, the mean subscale scores were lower post-intervention for restraint and mental disengagement, and higher for use of emotional and instrumental social support indicating improved coping strategies. This intervention has the potential to influence undergraduate nursing and midwifery students coping skills during their first year of an undergraduate programme. Copyright © 2017 Elsevier Ltd. All rights reserved.

Instructors' Application of the Theory of Planned Behavior in Teaching Undergraduate Physical Education Courses

ERIC Educational Resources Information Center

Filho, Paulo Jose Barbosa Gutierres; Monteiro, Maria Dolores Alves Ferreira; da Silva, Rudney; Hodge, Samuel R.

2013-01-01

The purpose of this study was to analyze adapted physical education instructors' views about the application of the theory of planned behavior (TpB) in teaching physical education undergraduate courses. Participants ("n" = 17) were instructors of adapted physical activity courses from twelve randomly selected institutions of higher…

Guidelines for Curriculum Development for Undergraduate Medical Education in the Prevention of Pulmonary Diseases.

ERIC Educational Resources Information Center

National Heart, Lung, and Blood Inst. (DHHS/NIH), Bethesda, MD. Div. of Lung Diseases.

These guidelines for developing an undergraduate medical education curriculum in pulmonary disease prevention emphasize not only the most current scientific practice but also the active application of cognitive and behavioral skills related to patient education. Chapter 1 introduces the guidelines and the issues and trends in preventative…

A New Consensus for Undergraduate Education: Can We Get There from Here?

ERIC Educational Resources Information Center

Shoenberg, Robert E.

2007-01-01

Business executives, government leaders and educators concerned with undergraduate curriculum are converging on a set of college outcomes necessary for success in the global society of the 21st century. Yet moving postsecondary education toward a curriculum that embraces these outcomes has proven difficult. The preoccupations of faculty members,…

Administration and Orientation of Undergraduate Journalism Education: Variables Affecting "Best Fit" between Higher Education Institutions and Programs.

ERIC Educational Resources Information Center

Swanson, Douglas J.

This paper addresses different perspectives on the best administrative "home" for undergraduate journalism education, from administrative and curriculum perspectives. The paper begins by reviewing the history of journalism as a college discipline--showing that even from its earliest years, the founders of the field disagreed on…

Geologic Problem Solving in the Field: Analysis of Field Navigation and Mapping by Advanced Undergraduates

ERIC Educational Resources Information Center

Riggs, Eric M.; Lieder, Christopher C.; Ballliet, Russell

2009-01-01

Field instruction is a critical piece of undergraduate geoscience majors' education, and fieldwork remains a major part of the work of professional geologists. Despite the central importance of field education, there exists relatively little educational research exploring how students learn to solve problems in geological fieldwork. This study…

The Value of Collaborative Research before Independent Research in Undergraduate Music Education

ERIC Educational Resources Information Center

Harney, Kristin

2017-01-01

Increasing evidence points to the importance of undergraduate research in teacher education programs. Before undertaking independent research, it is essential that music education students gain exposure to a range of research skills and develop basic research competencies. In this study, I explored the influence of a semester-long collaborative…

Lived Body Knowledge: Disciplinary Knowledge for Preservice Physical Education Teachers

ERIC Educational Resources Information Center

Johnson, Tyler G.

2015-01-01

The American Kinesiology Association has constructed an undergraduate core for degree programs that reside in kinesiology-based academic units. Since many Physical Education Teacher Education programs are housed in such units, there is a need to prioritize the areas of the undergraduate core, particularly the place of the scientific dimensions of…

Building Reflective Practice through an Online Diversity Simulation in an Undergraduate Teacher Education Program

ERIC Educational Resources Information Center

Manburg, Jamie; Moore, Rashid; Griffin, David; Seperson, Marvin

2017-01-01

This paper discusses preservice teachers' perceptions of an online, in-house diversity simulation in an undergraduate teacher education program conducted over a 3-year period. The diversity simulation was a nontraditional capstone experience for 193 preservice teachers in majors ranging from early childhood to secondary education. The diversity…

UNDERGRADUATE EDUCATION IN THE BIOLOGICAL SCIENCES FOR STUDENTS IN AGRICULTURE AND NATURAL RESOURCES, PROCEEDINGS OF A CONFERENCE.

ERIC Educational Resources Information Center

National Academy of Sciences - National Research Council, Washington, DC.

REPORTED ARE THE PROCEEDINGS OF A 1966 CONFERENCE WHICH DEALT WITH UNDERGRADUATE EDUCATIONAL NEEDS FOR STUDENTS IN AGRICULTURE AND NATURAL RESOURCES. THE 167 EDUCATORS (MOSTLY DEANS AND DIRECTORS OF RESIDENT INSTRUCTION) WHO PARTICIPATED IN THE CONFERENCE REPRESENTED AGRICULTURE, RENEWABLE NATURAL RESOURCES, THE BIOLOGICAL SCIENCES, AND…

General Education Models: Continuity and Change in the U.S. Undergraduate Curriculum, 1975-2000

ERIC Educational Resources Information Center

Brint, Steven; Proctor, Kristopher; Murphy, Scott Patrick; Turk-Bicakci, Lori; Hanneman, Robert A.

2009-01-01

General education requirements comprise, on average, approximately 30% of the undergraduate curriculum and therefore represent an important feature of the student academic experience in American colleges and universities. Previous studies have not fully examined the origins of the most important models of general education, the distribution of…

Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education

ERIC Educational Resources Information Center

Jubien, Peggy

2008-01-01

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate…

Through Classroom Walls: A Collaborative Public Relations Education for Creating Integrated, Digital Media Campaigns

ERIC Educational Resources Information Center

Geyer-Semple, Victoria

2012-01-01

Public relations (PR) educators and professionals often encounter strife of managing the need of teaching research, writing and critical thinking skills in the classroom. In addition, educators are also tending to the needs of implementing current industry trends into the undergraduate curriculum. In today's undergraduate PR programs significant…

Business without the Math: Competing Discourses and the Struggle to Develop an Undergraduate Leadership Program

ERIC Educational Resources Information Center

McLaren, Patricia Genoe; McGowan, Rosemary A.; Gerhardt, Kris; Diallo, Lamine; Saeed, Akbar

2013-01-01

Despite widespread acknowledgement of the importance of leadership education, undergraduate leadership degree programs in Canada are limited and, in some cases, struggling for survival. This case study examines the ways in which competing discourses of careerism, postsecondary corporatization, liberal arts education, and business education impact…

Response to Anthony J. Palmer, "A Philosophical View of the General Education Core"

ERIC Educational Resources Information Center

Schuler, Nico

2004-01-01

Anthony J. Palmer's paper continues an absolutely necessary discussion on the general education core curriculum for American undergraduate students. Initially, Palmer summarized the global conditions with which we are presently confronted. This discussion led him to the reexamination of the general education core at the undergraduate level. The…

On the Effects, Problems, and Countermeasures of Undergraduate Teaching Evaluation in Higher Education

ERIC Educational Resources Information Center

Xianjun, Liu; Yang, Yu; Junchao, Zhang; Shuguang, Wei; Ling, Ding

2016-01-01

The Undergraduate Teaching Evaluation of General Institutions of Higher Education from 2003 to 2008 was the largest-scale evaluation in Chinese higher education history. It exerted a tremendous influence as a key exploration of quality assurance with Chinese characteristics. Based on existing research, this study combines quantitative and…

Forces for Positive Change: Preparing Leaders for the 21st Century in an Undergraduate Honors Program

ERIC Educational Resources Information Center

Polk, Denise M.

2014-01-01

Leadership education is offered in myriad ways at many institutions of higher education (Borgese, Deutsch, & Winkler, 2004). This article highlights the West Chester University Honors College (WCUHC), a highly selective, four-year program for undergraduate students. The WCUHC instituted a liberal education, interdisciplinary approach to…

An Exploratory Study of Cross-Functional Education in the Undergraduate Marketing Curriculum

ERIC Educational Resources Information Center

Crittenden, Victoria L.; Wilson, Elizabeth J.

2006-01-01

In response to calls from both business practitioners and educators, this research explores the extent to which undergraduate marketing education is delivered with a cross-functional perspective. Given that marketing is often recognized as a boundary-spanning role within companies, marketing department chairs were asked to report on…

Prevention for the 21st Century: Setting the Context through Undergraduate Medical Education.

ERIC Educational Resources Information Center

Pomrehn, Paul R.; Davis, Mary V.; Chen, D. W.; Barker, William

2000-01-01

Discusses the importance of teaching preventive medicine and presents a set of core competencies in preventive medicine for undergraduate medical education recommended by a 1997 task force of medical educators. Also reviews the Medical School Objectives Project, which describes in broad terms the knowledge, attitudes and skills students must…

Interdisciplinary Undergraduate Education: CIC Project on the Future of Independent Higher Education. Innovations in Teaching and Learning. Research Brief 2

ERIC Educational Resources Information Center

Katz, Philip M.

2015-01-01

During the most recent decade, interdisciplinary instruction at the undergraduate level has increased rapidly. Independent colleges and universities are both innovators in developing new approaches to interdisciplinary education and strong supporters of traditional liberal arts disciplines. Some observers argue that interdisciplinary approaches…

Biology Faculty at Large Research Institutions: The Nature of Their Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Hill, Kathleen M.

2013-01-01

To address the need of scientists and engineers in the United States workforce and ensure that students in higher education become scientifically literate, research and policy has called for improvements in undergraduate education in the sciences. One particular pathway for improving undergraduate education in the science fields is to reform…

The Longitudinal Impact of an Undergraduate General Education Wellness Course in Early Adulthood

ERIC Educational Resources Information Center

Polacek, Georgia N.; Erwin, T. Dary; Rau, Jennifer G.

2013-01-01

Purpose: To examine the relationship of general education wellness coursework on wellness behavior and knowledge of students as undergraduates and again four years after graduation. Methods: Participants were 87 college students at a large, southeastern public university. Three administrations of the General Education Wellness Test were conducted…

Thoughts on a "Liberating" Education

ERIC Educational Resources Information Center

Scott, Robert A.

2013-01-01

In describing the purpose of college, author Robert Scott believes that undergraduate education is and must be as much about character and citizenship as about careers and commerce. In addition to majoring in a particular subject, and in order to fulfill the purpose of a university education, Scott says that undergraduate students must learn about…

The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review.

PubMed

McCann, Edward; Brown, Michael

2018-05-01

An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health issues. A systematic review of the available published empirical studies. A systematic literature search was undertaken of the following databases: CINAHL, PubMed, PsycINFO, Embase and Sociological Abstracts. All papers reviewed were from the years 2007 to 2017 and written in English. Three research questions informing the literature review were: (i) What are the education and training requirements of undergraduate students and health professionals regarding the health needs of LGBT+ people? (ii) What are the approaches utilized in the education and training of undergraduate students and health professionals regarding the health needs of LGBT+ people? (iii) What are the best practice examples of the education and training of undergraduate students and health professionals? Following the application of definitive criteria, 22 papers were included in the review. Quality appraisal and data extraction was undertaken by the two authors. The 22 papers were reviewed in detail in the final data analysis and synthesis where four main themes were identified: (1) Cultural competence and inclusivity. (2) Existing knowledge of LGBT+ health-related issues. (3) Curriculum developments and outcomes. (4) Evidence of best practice in education delivery. The review highlights the importance of the inclusion of LGBT+ health-related issues within the health curriculum and continuing professional development programmes and the implications for education and training, clinical practice and research. Copyright © 2018 Elsevier Ltd. All rights reserved.

A comparative study of interprofessional education in global health care

PubMed Central

Herath, Chulani; Zhou, Yangfeng; Gan, Yong; Nakandawire, Naomie; Gong, Yanghong; Lu, Zuxun

2017-01-01

Abstract Background: The World Health Organization (WHO) and its partners identify interprofessional (IP) collaboration in education and practice as an innovative strategy that plays an important role in mitigating the global health workforce crisis. Evidence on the practice of global health level in interprofessional education (IPE) is scarce and hampered due to the absence of aggregate information. Therefore, this systematic review was conducted to examine the incidences of IPE and summarize the main features about the IPE programs in undergraduate and postgraduate education in developed and developing countries. Methods: The PubMed, Embase, Web of Science, and Google Scholar were searched from their inception to January 31, 2016 for relevant studies regarding the development of IPE worldwide, IPE undergraduate and postgraduate programs, IP interaction in health education, IPE content, clinical placements, and teaching methods. Countries in which a study was conducted were classified as developed and developing countries according to the definition by the United Nations (UN) in 2014. Results: A total of 65 studies from 41 countries met our inclusion criteria, including 45 studies from 25 developed countries and 20 studies from 16 developing countries. Compared with developing countries, developed countries had more IPE initiatives. IPE programs were mostly at the undergraduate level. Overall, the university was the most common academic institution that provided IPE programs. The contents of the curricula were mainly designed to provide IP knowledge, skills, and values that aimed at developing IP competencies. IPE clinical placements were typically based in hospitals, community settings, or both. The didactic and interactive teaching methods varied significantly within and across universities where they conducted IPE programs. Among all health care disciplines, nursing was the discipline that conducted most of the IPE programs. Conclusion: This systematic review illustrated that the IPE programs vary substantially across countries. Many countries, especially the academic institutions are benefiting from the implementation of IPE programs. There is a need to strengthen health education policies at global level aiming at initiating IPE programs in relevant institutions. PMID:28930816

Music Undergraduates' Usefulness and Importance Expectations: The Bologna Process from an Australian University Perspective

PubMed Central

Harvey, Dominic G.; Davidson, Jane W.; Nair, Chenicheri S.

2016-01-01

The Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalized the student experience and eliminated undergraduate specialization. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialized tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialized development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates' pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and importance, there was a reluctance to be outwardly positive toward units of study that were not practical and performance-related, such as Music History. The educational model did not appear to affect music undergraduate expectations. PMID:27462293

Mobilizing the Forgotten Army: Improving Undergraduate Math and Science Education through Professional Development of Graduate Teaching Assistants

NASA Astrophysics Data System (ADS)

Gerton, Jordan

Evidence-based best practices for improving undergraduate STEM education abound. Unfortunately, these practices have not been widely adopted, in part because typical dissemination efforts are mediated in a top-down fashion and fail to obtain critical buy-in from key local stakeholders. Here, we present a novel framework to increase nationwide uptake of STEM-education best practices through grassroots propagation of Professional Development programs for Graduate Teaching Assistants (GTA-PD). Our model pays special attention to overcoming resistance to change by soliciting, from the very start, critical buy-in from departmental chairs, faculty, and GTAs who have direct control over and responsibility for instruction. A key component of our approach involves an annual National GTA Workshop where faculty-GTA leadership teams from many different Physics and Chemistry departments come together to develop best-practices-based GTA-PD improvement plans for their own departments while guided by a core group of nationally recognized expert practitioners in GTA-PD and STEM education. As a pre-condition for participation, each department chair must pledge to facilitate implementation of their leadership team's plan; additional and ongoing support is provided by the core group of experts, together with other teams from the workshop cohort. Our initial pilot efforts point to success via enthusiastic buy-in within each STEM department due to the potential for immediate positive impacts on both undergraduate instruction and the long term research productivity of GTAs. In the future, longitudinal data on the progress of the GTA-PD programs will be gathered and analyzed to provide guidance for improving the success of future GTA-PD programs. Financial support provided by the Research Corporation for Science Advancement and the American Chemical Society.

The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students

ERIC Educational Resources Information Center

Gilmore, Joanna; Vieyra, Michelle; Timmerman, Briana; Feldon, David; Maher, Michelle

2015-01-01

Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and…

Undergraduate Research in the Human Sciences: Three Models

ERIC Educational Resources Information Center

Collins, Nina; Mitstifer, Dorothy I.; Nelson Goff, Briana S.; Hymon-Parker, Shirley

2009-01-01

Undergraduate research in the sciences has been shown by numerous studies to enhance the educational experience. The Undergraduate Research Community (URC) founded in 2001 supports several initiatives that promote research in human sciences/family and consumer sciences including an online peer-reviewed journal specifically for undergraduate work,…

Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings

ERIC Educational Resources Information Center

Packard, Becky W.; Marciano, Vincenza N.; Payne, Jessica M.; Bledzki, Leszek A.; Woodard, Craig T.

2014-01-01

Undergraduate research is viewed as an important catalyst for educational engagement and persistence, with an emphasis on the faculty mentoring relationship. Despite the common practice of having multi-tiered lab teams composed of newer undergraduates and more seasoned undergraduates serving as peer mentors, less is understood about the experience…

Mobile Technology in Undergraduate Nursing Education: A Systematic Review.

PubMed

Lee, Hyejung; Min, Haeyoung; Oh, Su-Mi; Shim, Kaka

2018-04-01

This study aimed to identify and systematically review the literature on the use of mobile technology in nursing education. The research findings could evidence the effectiveness of mobile technology in undergraduate nursing students' learning outcomes. Computerized searches were conducted using the Ovid-MEDLINE, Ovid-EMBASE, Cochrane Library, and CINAHL databases for relevant primary studies and limited to those between 2000 and February 2018. Only randomized controlled trials (RCTs) and quasi-experimental studies published in either English or Korean were included and critically appraised using Joanna Briggs Institute tools. Seven RCTs and 7 quasi-experimental studies were identified. The mobile device and intervention applied varied throughout all the studies. Studies published earlier in the 2000s found that immediate access to clinical and pharmacological referencing information through the mobile device increased students' efficacy in clinical practice. Later studies, which were mostly conducted in Korea, reported that smartphone-based applications could promote nursing students' learning motivation and satisfaction but not their clinical skills and knowledge. We still seem to be in the beginning stage of implementing mobile technology in nursing education due to the limited implication of mobile technology and inconsistent research conclusions. In the future, rigorous primary empirical studies are needed to suggest the effective use of mobile devices in nursing education.

Mobile Technology in Undergraduate Nursing Education: A Systematic Review

PubMed Central

Lee, Hyejung; Oh, Su-mi; Shim, Kaka

2018-01-01

Objectives This study aimed to identify and systematically review the literature on the use of mobile technology in nursing education. The research findings could evidence the effectiveness of mobile technology in undergraduate nursing students' learning outcomes. Methods Computerized searches were conducted using the Ovid-MEDLINE, Ovid-EMBASE, Cochrane Library, and CINAHL databases for relevant primary studies and limited to those between 2000 and February 2018. Only randomized controlled trials (RCTs) and quasi-experimental studies published in either English or Korean were included and critically appraised using Joanna Briggs Institute tools. Results Seven RCTs and 7 quasi-experimental studies were identified. The mobile device and intervention applied varied throughout all the studies. Studies published earlier in the 2000s found that immediate access to clinical and pharmacological referencing information through the mobile device increased students' efficacy in clinical practice. Later studies, which were mostly conducted in Korea, reported that smartphone-based applications could promote nursing students' learning motivation and satisfaction but not their clinical skills and knowledge. Conclusions We still seem to be in the beginning stage of implementing mobile technology in nursing education due to the limited implication of mobile technology and inconsistent research conclusions. In the future, rigorous primary empirical studies are needed to suggest the effective use of mobile devices in nursing education. PMID:29770243

Teaching forensic pathology to undergraduates at Zhongshan School of Medicine.

PubMed

Zhou, Nan; Wu, Qiu-Ping; Su, Terry; Zhao, Qian-Hao; Yin, Kun; Zheng, Da; Zheng, Jing-Jing; Huang, Lei; Cheng, Jian-Ding

2018-04-01

Producing qualified forensic pathological practitioners is a common difficulty around the world. In China, forensic pathology is one of the required major subspecialties for undergraduates majoring in forensic medicine, in contrast to forensic education in Western countries where forensic pathology is often optional. The enduring predicament is that the professional qualities and abilities of forensic students from different institutions vary due to the lack of an efficient forensic pedagogical model. The purpose of this article is to describe the new pedagogical model of forensic pathology at Zhongshan School of Medicine, Sun Yat-sen University, which is characterised by: (a) imparting a broad view of forensic pathology and basic knowledge of duties and tasks in future careers to students; (b) educating students in primary skills on legal and medical issues, as well as advanced forensic pathological techniques; (c) providing students with resources to broaden their professional minds, and opportunities to improve their professional qualities and abilities; and (d) mentoring students on occupational preparation and further forensic education. In the past few years, this model has resulted in numerous notable forensic students accomplishing achievements in forensic practice and forensic scientific research. We therefore expect this pedagogical model to establish the foundation for forensic pathological education and other subspecialties of forensic medicine in China and abroad.

The experience of educational quality in undergraduate nursing students: a phenomenological study.

PubMed

Macale, Loreana; Vellone, Ercole; Scialò, Gennaro; Iossa, Mauro; Cristofori, Elena; Alvaro, Rosaria

2016-01-01

The evaluation of academic education has become crucial in the European Union since the Bologna Process encouraged all European universities to reach high quality standards in education. Although several studies have been conducted on the quality of undergraduate nursing education, few studies have explored this topic from the students' perspective. The purpose of this study was to describe the experience of educational quality in undergraduate nursing students. The phenomenological method was used to study 55 students (mean age 24 years; 73% female) pursuing a baccalaureate degree in nursing in three universities in central Italy. The following five themes emerged from the phenomenological analysis: 1) quality of faculties: teaching skills, preparation, sensitivity to students, self-discipline; 2) theory-practice integration and communication between teaching and clinical area; 3) general management and organization of the programme; 4) quality of infrastructures: libraries, classrooms, information technology, services, administration, and communication; and 5) clinical tutorship: humanity, relationships and ability of the clinical tutor to guide and support. This study's novel finding was a deeper understanding of the educational quality's meanings among undergraduate nursing students. Students thought educational quality consisted of the faculty members' sensitivity towards their problems and the clinical tutors' humanity, interpersonal skills, guidance and support.

Dynamic Undergraduate Climate Change Affinity Program: University of Delaware Climate Program for Undergraduates (CPUG)

NASA Astrophysics Data System (ADS)

Merrill, J.

2017-12-01

Multidisciplinary undergraduate climate change education is critical for students entering any sector of the workforce. The University of Delaware has developed a new interdisciplinary affinity program—UD Climate Program for Undergraduates (CPUG)—open to undergraduate students of all majors to provide a comprehensive educational experience designed to educate skilled climate change problem-solvers for a wide range of professional careers. The program is designed to fulfill all General Education requirements, and includes a residential community commitment and experiential learning in community outreach and problem solving. Seminars will introduce current popular press and research materials and provide practice in confirming source credibility, communications training, and psychological support, as well as team building. As undergraduates, members of the UD CPUG team will define, describe, and develop a solution or solutions for a pressing local climate challenge that has the potential for global impact. The choice of a challenge and approach to addressing it will be guided by the student's advisor. Students are expected to develop a practical, multidisciplinary solution to address the challenge as defined, using their educational and experiential training. Solutions will be presented to the UD community during the spring semester of their senior year, as a collaborative team solution, with enhancement through individual portfolios from each team member. The logic model, structure, curricular and co-curricular supports for the CPUG will be provided. Mechanisms of support available through University administration will also be discussed.

A Community of Scientists and Educators: The Compass Project at UC Berkeley

NASA Astrophysics Data System (ADS)

Roth, Nathaniel; Schwab, Josiah

2016-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at the University of California, Berkeley. Its goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations underrepresented in the physical sciences. For undergraduate students, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Graduate students, together with upper-level undergraduates, design and run all Compass programs. Compass strives to incorporate best practices from the science education literature. Experiences in Compass leave participants poised to be successful students researchers, teachers, and mentors.

A New Approach to the Measurement of Educational Outcomes for Institutions of High Learning.

DTIC Science & Technology

1984-12-01

Instructs on four levels of undergraduate education. At the end of that year, students have completed the freshman, sophomore, junior, or senior year. Wen...conclusions for the aggregate model even though individual models are discussed. During any given academic year, the undergraduate university has students ... students quit at every step along the four year university ladder to an undergraduate degree. In other words, the more heterogeneous (as measured by

Integrated systematic review on educational strategies that promote academic success and resilience in undergraduate indigenous students.

PubMed

Milne, T; Creedy, D K; West, R

2016-01-01

Despite numerous recommendations by governments, researchers, and education policymakers the recruitment, retention and success of undergraduate indigenous students in higher education is not commensurate of the wider student population. There is minimal evidence of valuing indigenous worldviews and perspectives in curricula, and effectiveness of educational strategies to strengthen indigenous student success rates in completing undergraduate studies. To conduct an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate indigenous students. Major databases of Scopus, ProQuest, Informit and Web of Science were searched. Inclusion criteria were peer reviewed research articles from scholarly journals that referenced indigenous, aboriginal, First Nation or Māori students in undergraduate programs in higher education. The search was limited to English language and studies conducted from 1995 to 2014. The search yielded 156 research papers which reduced to 16 papers that met the inclusion criteria. The included papers were critiqued from a standpoint theory approach that reflects feminism, cultural respect, and humanism. Much of the literature describes issues, and provides qualitative analyses of experiences, but empirical evaluations of interventions are rare. There was a gap in current research evaluating strategies to improve indigenous student success and resilience. Key strategies for indigenous student success are multi-faceted, layered support, underpinned by the principles of respect, relationships, and responsibility. Implications for nursing and midwifery education, research and health care practice are outlined. Copyright © 2015 Elsevier Ltd. All rights reserved.

National Clinical Skills Competition: an effective simulation-based method to improve undergraduate medical education in China

PubMed Central

Jiang, Guanchao; Chen, Hong; Wang, Qiming; Chi, Baorong; He, Qingnan; Xiao, Haipeng; Zhou, Qinghuan; Liu, Jing; Wang, Shan

2016-01-01

Background The National Clinical Skills Competition has been held in China for 5 consecutive years since 2010 to promote undergraduate education reform and improve the teaching quality. The effects of the simulation-based competition will be analyzed in this study. Methods Participation in the competitions and the compilation of the questions used in the competition finals are summarized, and the influence and guidance quality are further analyzed. Through the nationwide distribution of questionnaires in medical colleges, the effects of the simulation-based competition on promoting undergraduate medical education reform were evaluated. Results The results show that approximately 450 students from more than 110 colleges (accounting for 81% of colleges providing undergraduate clinical medical education in China) participated in the competition each year. The knowledge, skills, and attitudes were comprehensively evaluated by simulation-based assessment. Eight hundred and eighty copies of the questionnaires were distributed to 110 participating medical schools in 2015. In total, 752 valid responses were received across 95 schools. The majority of the interviewees agreed or strongly agreed that competition promoted the adoption of advanced educational principles (76.8%), updated the curriculum model and instructional methods (79.8%), strengthened faculty development (84.0%), improved educational resources (82.1%), and benefited all students (53.4%). Conclusions The National Clinical Skills Competition is widely accepted in China. It has effectively promoted the reform and development of undergraduate medical education in China. PMID:26894586

A Report of Undergraduates' Bonding Misconceptions.

ERIC Educational Resources Information Center

Nicoll, Gayle

2001-01-01

Describes misconceptions related to electronegativity, bonding, geometry, and microscopic representations that undergraduate students hold. Investigates the stability of misconceptions as a function of educational level, indicating that some students' misconceptions relating to bonding are resistant to change despite increased chemistry education.…

University of Maryland MRSEC - Research: Highlights

Science.gov Websites

; National Labs International Educational Education Pre-College Programs Homeschool Programs Undergraduate Perspective at UMD MRSEC Nanoscience Camp Annual Middle School Student Science Conference (SSC) Pre ) Activities UMD-MRSEC Research Experience for Undergraduates Program (REU) Pre-Engineering Program

Maintaining the competitive edge; Use of computers for undergraduate instruction

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

Hurley, F.; Miller, M.; Podlo, A.L.

1991-11-01

There is a revolution in U.S. undergraduate engineering curricula, one marked by a renaissance of interest in liberal arts education, re-emphasis on basic education, and a new emphasis on computer training. The Dept. of Petroleum Engineering at the U. of Texas recognized its weaknesses and in Sept. 1987 designed and implemented new curricula incorporating computer and technical communications skills for undergraduate students. This paper provides details of the curricula changes. The results of this 4-year program demonstrate that problem-solving skills of petroleum engineering students are sharpened through computerized education and proficient communication.

Using Technology to Develop a Collaborative-Reflective Teaching Practice toward Synthecultural Competence: An Ethnographic Case Study in World Language Teacher Preparation

ERIC Educational Resources Information Center

Webber, Dana E.

2013-01-01

Using technology to develop a collaborative-reflective teaching practice in a world language education methods course block for teaching certification creates unique opportunities for world language education undergraduates to learn to develop synthecultural competence for education. Such a program allows undergraduates to expand their capacity to…

Implicit, Stand-Alone or Integrated Skills Education for Undergraduates: A Longitudinal Analysis of Programme Outcomes

ERIC Educational Resources Information Center

MacVaugh, Jason; Jones, Anna; Auty, Stephanie

2014-01-01

This paper reports the findings of a longitudinal investigation into the effectiveness of skills education programmes within business and management undergraduate degree courses. During the period between 2005 and 2011, a large business school in the south-west of England was developed and implemented two distinct approaches to skills education.…

Guidelines for Undergraduate Exercise Physiology in a Physical Education Teacher Education Program. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2006

2006-01-01

A course in Exercise Physiology is a common requirement among undergraduate students preparing for a career in physical education, adult fitness, or athletic training. Often, such courses are taught to an assortment of students from a variety of disciplines (Van Donselaar & Leslie, 1990) with an emphasis on physiological principles applied to…

Whatever Happened to Undergraduate Reform? Carnegie Perspectives

ERIC Educational Resources Information Center

Marchese, Theodore J.

2006-01-01

The author asks whether higher education reform has run out of new things to say. The final two decades of the twentieth century were a remarkable period for innovation in undergraduate education. Many of higher education's earlier waves of reform had focused on curricular issues, on what should be taught. The new reformers by and large ignored…

Summit of the Research Coordination Networks for Undergraduate Biology Education

ERIC Educational Resources Information Center

Eaton, Carrie Diaz; Allen, Deborah; Anderson, Laurel J.; Bowser, Gillian; Pauley, Mark A.; Williams, Kathy S.; Uno, Gordon E.

2016-01-01

The first summit of projects funded by the National Science Foundation's Research Coordination Networks for Undergraduate Biology Education (RCN-UBE) program was held January 14-16, 2016, in Washington, DC. Sixty-five scientists and science educators from 38 of the 41 Incubator and Full RCN-UBE awards discussed the value and contributions of RCNs…

A Systematic Approach to Educating the Emerging Adult Learner in Undergraduate Management Courses

ERIC Educational Resources Information Center

Dachner, Alison M.; Polin, Beth

2016-01-01

Management education research has provided educators with new instructional tools to improve course design and update the methods used in the classroom. In an effort to provide the typical undergraduate management student with the best possible learning experience and outcomes, it is important to recognize how and why these new activities benefit…

The Present Status and Problems of Pre- and In-Service Training of Science Teachers in Japan.

ERIC Educational Resources Information Center

Nagasu, Namio

This document describes some of the variables influencing the education of science teachers in Japan. One consideration involving the preservice education of science teachers relates to the type of undergraduate program. Both the Teacher Training System (TTS), in which the undergraduate students are based within the college of education, and the…

Using the NCHEC Areas of Responsibility to Assess Service Learning Outcomes in Undergraduate Health Education Students

ERIC Educational Resources Information Center

Champagne, Nicole

2006-01-01

This study used the areas of responsibility developed by the National Commission for Health Education Credentialing (NCHEC) as a framework for the assessment of Service Learning experiences of undergraduate health education students. In the present study, six Service Learning projects involving 12 students were evaluated using multiple strategies,…

Crossing Pedagogical Oceans: International Teaching Assistants in U.S. Undergraduate Education. ASHE-ERIC Higher Education Report No. 8, 1992.

ERIC Educational Resources Information Center

Smith, Rosslyn M.; And Others

Despite complaints from undergraduate students concerning language and pedagogical skills of international teaching assistants (ITAs), institutions of higher education continue to appoint ITAs to teach. Legislative mandates have appeared to assess and improve language and pedagogical skills of ITAs, and the academies have likewise responded with…

Preparing Students for Democratic Life: The Rediscovery of Education's Civic Purpose

ERIC Educational Resources Information Center

Melville, Keith; Dedrick, John; Gish, Elizabeth

2013-01-01

This essay explores why, despite repeated affirmations of the importance of civic education in undergraduate education, preparing students to understand and play an active role in democratic life is, for the most part, a marginal and episodic part of the undergraduate experience. After describing various factors that have contributed to its…

Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students

ERIC Educational Resources Information Center

Kumar, David Devraj; Sherwood, Robert D.

2007-01-01

A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

Selling Sales: Factors Influencing Undergraduate Business Students' Decision to Pursue Sales Education

ERIC Educational Resources Information Center

Allen, Concha; Kumar, Poonam; Tarasi, Crina; Wilson, Holt

2014-01-01

With a better understanding of the typical sales student, sales educators can design and deliver curriculum with a more customer-oriented approach. In order to better understand the decision to pursue sales education, more than 500 undergraduate business students at a large Midwestern university participated in a survey that examined the factors…

Study of the Impacts of the Quality Assessment of Undergraduate Education Policy in China: Students' Perceptions

ERIC Educational Resources Information Center

Liu, Shuiyun; Yu, Hui

2014-01-01

This paper analyzes a higher education policy issued in China in 2002: "the Quality Assessment of Undergraduate Education Policy." It examines students' perceptions of the policy impacts and students' roles in the evaluation process by semi-structured interviews and questionnaire surveys. It reveals that the quality assessment in China…

Ethics education in undergraduate pre-health programs. The contribution of undergraduate colleges and universities to the ethical and moral development of future doctors in the medical and dental professions.

PubMed

Erratt, Tamie D

2011-08-01

There are many barriers to ethics education of students attending medical and dental schools. The question is asked, "Should more attention be given to addressing students' ethics education during their undergraduate years of preparation for professional healthcare programs?" This qualitative study utilizes digitally recorded personal interviews with two undergraduate pre-healthcare students, one medical student, one recently matriculated dental student, one undergraduate pre-healthcare faculty member, three dental school faculty members, and three medical school faculty members. Interview participants discuss areas of personal knowledge and experience concerning: the admissions process and screening of potential medical/dental students for ethical traits and behaviors, influences on student ethical development, undergraduate pre-healthcare ethics training, and preferred college major for pre-healthcare students. The study concludes that undergraduate pre-healthcare programs should take the initiative to be proactive and deliberate in strengthening the positive influences on students. Strategies include: 1) humanities curricula to broaden perspectives and increase non-prejudice; 2) mentoring and modeling by older students, faculty, and community and professional volunteers; 3) ethical case study discussions in class or extracurricular activities; and 4) volunteer/service learning activities. Additionally, curriculum learning is enhanced by the use of reflection and writing, discussions, and media.

Profile of Undergraduate Students: Trends from Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2010-220

ERIC Educational Resources Information Center

Staklis, Sandra; Chen, Xianglei

2010-01-01

From 1995-96 to 2007-08, the number of students enrolled in undergraduate education in the United States grew from about 16.7 million to 21 million. These Web Tables provide information on undergraduates during the 1995-96, 1999-2000, 2003-04, and 2007-08 academic years. Estimates are presented for all undergraduates and for undergraduates who…

Course-based undergraduate research experiences in molecular biosciences-patterns, trends, and faculty support.

PubMed

Wang, Jack T H

2017-08-15

Inquiry-driven learning, research internships and course-based undergraduate research experiences all represent mechanisms through which educators can engage undergraduate students in scientific research. In life sciences education, the benefits of undergraduate research have been thoroughly evaluated, but limitations in infrastructure and training can prevent widespread uptake of these practices. It is not clear how faculty members can integrate complex laboratory techniques and equipment into their unique context, while finding the time and resources to implement undergraduate research according to best practice guidelines. This review will go through the trends and patterns in inquiry-based undergraduate life science projects with particular emphasis on molecular biosciences-the research-aligned disciplines of biochemistry, molecular cell biology, microbiology, and genomics and bioinformatics. This will provide instructors with an overview of the model organisms, laboratory techniques and research questions that are adaptable for semester-long projects, and serve as starting guidelines for course-based undergraduate research. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Undergraduate homeopathy education in Europe and the influence of accreditation.

PubMed

Viksveen, Petter; Steinsbekk, Aslak

2011-10-01

The safety of patients consulting with practitioners of complementary and alternative medicine (CAM) partially depends on practitioners' competence, and thus the standard of undergraduate education. Describe undergraduate homeopathy courses in Europe, student/graduate numbers and whether there were differences between recognised/accredited and non-recognised/non-accredited courses. Cross sectional survey of current homeopathy undergraduate education in Europe in 2008. Data from 145 (94.8%) out of 153 identified courses were collected. Eighty-five (55.6%) responded to a questionnaire survey. For others some data was extracted from their websites. Only data from the questionnaire survey is used for the main analysis. The average course in the questionnaire survey had 47 enrolled students and 142 graduates, and lasted 3.6 years part-time. An estimated 6500 students were enrolled and 21,000 had graduated from 153 identified European undergraduate homeopathy courses. Out of 85 courses most had entry requirements and provided medical education (N = 48) or required students to obtain this competence elsewhere (N = 33). The average number of teaching hours were 992 (95% confidence interval (CI) 814, 1170) overall, with 555 h (95%CI 496, 615) for homeopathy. Four out of five courses were recognised/accredited. Recognised/accredited part-time courses lasted significantly longer than non-recognised/non-accredited courses (difference 0.6 years, 95%CI 0.0-1.2, P = 0.040), and offered significantly larger numbers of teaching hours in homeopathy (difference 167 h, 95%CI 7-327, P = 0.041). About 6500 currently enrolled students are doing undergraduate homeopathy education in Europe and 21,000 have graduated from such courses over a period of about 30 years. Undergraduate homeopathy education in Europe is heterogeneous. Recognised/accredited courses are more extensive with more teaching hours. Copyright © 2011 Elsevier Ltd. All rights reserved.

Early Undergraduate Research Experiences Lead to Similar Learning Gains for STEM and Non-STEM Undergraduates

ERIC Educational Resources Information Center

Stanford, Jennifer S.; Rocheleau, Suzanne E.; Smith, Kevin P. W.; Mohan, Jaya

2017-01-01

Undergraduate research is touted as a high-impact educational practice yielding important benefits such as increased retention and notable learning gains. Large-scale studies describing benefits of mentored research programs have focused primarily on outcomes for science, technology, engineering and mathematics (STEM) undergraduates. The Students…

Group-effort Applied Research: Expanding Opportunities for Undergraduate Research through Original, Class-Based Research Projects

ERIC Educational Resources Information Center

Moore, Sean D.; Teter, Ken

2014-01-01

Undergraduate research clearly enriches the educational development of participating students, but these experiences are limited by the inherent inefficiency of the standard one student-one mentor model for undergraduate research. Group-effort applied research (GEAR) was developed as a strategy to provide substantial numbers of undergraduates with…

Intellectual Growth for Undergraduate Students: Evaluation Results from an Undergraduate Research Conference

ERIC Educational Resources Information Center

Potter, Sharyn J.; Abrams, Eleanor; Townson, Lisa; Wake, Cameron; Williams, Julie E.

2010-01-01

We describe the development and evaluation of the university-wide, weeklong undergraduate research conference at the University of New Hampshire. Despite increases nationally in the number of undergraduate research conferences (URC), there has been little research examining the social and educational impact of these events on student presenters.…

Framing the Undergraduate Research Experience: Discovery Involvement in Retailing Undergraduate Education

ERIC Educational Resources Information Center

Sternquist, Brenda; Huddleston, Patricia; Fairhurst, Ann

2018-01-01

We provide an overview of ways to involve undergraduate business and retailing students in faculty research projects and discuss advantages of these student-faculty collaborations. We use Kolb's experiential learning cycle to provide a framework for creating an effective and engaging undergraduate research experience and use it to classify types…

Exploring perceptions of the educational environment among undergraduate physiotherapy students

PubMed Central

Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H.; Laksov, Klara B.

2014-01-01

Objectives The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents’ demographic characteristics. Methods This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. Results A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as “more positive than negative”. Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. Conclusions This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience. PMID:25341223

Exploring perceptions of the educational environment among undergraduate physiotherapy students.

PubMed

Palmgren, Per J; Lindquist, Ingrid; Sundberg, Tobias; Nilsson, Gunnar H; Laksov, Klara B

2014-07-19

The aim of this study was to explore areas of strength and weakness in the educational environment as perceived by undergraduate physiotherapy students and to investigate these areas in relation to the respondents' demographic characteristics. This study utilized a cross-sectional study design and employed the Dundee Ready Education Environment Measure, a 50-item, self-administered inventory relating to a variety of topics directly pertinent to educational environments. Convenience sampling was used, and the scores were compared across demographic variables. All undergraduate physiotherapy students in their first five terms of the programme in a major Swedish university were invited to participate in the study. A total of 222 students (80%) completed the inventory. With an overall score of 150/200 (75%), the students rated the educational environment in this institution as "more positive than negative". Two items consistently received deprived scores - authoritarian teachers and teaching with an overemphasis on factual learning. Students in term 4 differed significantly from others, and students with earlier university education experience perceived the atmosphere more negatively than their counterparts. There were no significant differences with regards to other demographic variables. This study provides valuable insight into how undergraduate physiotherapy students perceive their educational environment. In general, students perceived that their educational programme fostered a sound educational environment. However, some areas require remedial measures in order to enhance the educational experience.

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.

Content Analysis of Research in Undergraduate Medical Education.

ERIC Educational Resources Information Center

Dimitroff, Alexandra; Davis, Wayne K.

1996-01-01

Analysis of 773 journal articles on undergraduate medical education found curriculum, teaching, and student assessment most frequently discussed, with 45% reporting research activities. Research studies were generally conducted in a naturalistic environment; were evaluative or comparative; used observation, testing, or questionnaires for data…

Matriculating Masculinity: Understanding Undergraduate Men's Precollege Gender Socialization

ERIC Educational Resources Information Center

Harris, Frank, III; Harper, Shaun R.

2015-01-01

Social scientists, educational researchers, postsecondary educators (including student affairs professionals), and others have attempted to understand problematic behavioral trends and developmental outcomes among undergraduate men. Little attention has been devoted to examining the masculine identities and ideals about manhood that these students…

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2012 CFR

2012-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2011 CFR

2011-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2014 CFR

2014-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

38 CFR 21.5870 - Measurement of courses.

Code of Federal Regulations, 2013 CFR

2013-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Educational Assistance Test Program Measurement of Courses § 21.5870 Measurement of courses. (a) Credit hour measurement: undergraduate, standard term. An individual who enrolls in a standard quarter or semester for 12 undergraduate credit hours is a full-time...

Sexual Health Competencies for Undergraduate Medical Education in North America.

PubMed

Bayer, Carey Roth; Eckstrand, Kristen L; Knudson, Gail; Koehler, Jean; Leibowitz, Scott; Tsai, Perry; Feldman, Jamie L

2017-04-01

The number of hours spent teaching sexual health content and skills in medical education continues to decrease despite the increase in sexual health issues faced by patients across the lifespan. In 2012 and 2014, experts across sexuality disciplines convened for the Summits on Medical School Education and Sexual Health to strategize and recommend approaches to improve sexual health education in medical education systems and practice settings. One of the summit recommendations was to develop sexual health competencies that could be implemented in undergraduate medical education curricula. To discuss the process of developing sexual health competencies for undergraduate medical education in North America and present the resulting competencies. From 2014 to 2016, a summit multidisciplinary subcommittee met through face-to-face, phone conference, and email meetings to review prior competency-based guidelines and then draft and vet general sexual health competencies for integration into undergraduate medical school curricula. The process built off the Association of American Medical Colleges' competency development process for training medical students to care for lesbian, gay, bisexual, transgender, and gender non-conforming patients and individuals born with differences of sex development. This report presents the final 20 sexual health competencies and 34 qualifiers aligned with the 8 overall domains of competence. Development of a comprehensive set of sexual health competencies is a necessary first step in standardizing learning expectations for medical students upon completion of undergraduate training. It is hoped that these competencies will guide the development of sexual health curricula and assessment tools that can be shared across medical schools to ensure that all medical school graduates will be adequately trained and comfortable addressing the different sexual health concerns presented by patients across the lifespan. Bayer CR, Eckstrand KL, Knudson G, et al. Sexual Health Competencies for Undergraduate Medical Education in North America. J Sex Med 2017;14:535-540. Copyright © 2017 International Society for Sexual Medicine. Published by Elsevier Inc. All rights reserved.

Cross-cultural undergraduate medical education in North America: theoretical concepts and educational approaches.

PubMed

Reitmanova, Sylvia

2011-04-01

Cross-cultural undergraduate medical education in North America lacks conceptual clarity. Consequently, school curricula are unsystematic, nonuniform, and fragmented. This article provides a literature review about available conceptual models of cross-cultural medical education. The clarification of these models may inform the development of effective educational programs to enable students to provide better quality care to patients from diverse sociocultural backgrounds. The approaches to cross-cultural health education can be organized under the rubric of two specific conceptual models: cultural competence and critical culturalism. The variation in the conception of culture adopted in these two models results in differences in all curricular components: learning outcomes, content, educational strategies, teaching methods, student assessment, and program evaluation. Medical schools could benefit from more theoretical guidance on the learning outcomes, content, and educational strategies provided to them by governing and licensing bodies. More student assessments and program evaluations are needed in order to appraise the effectiveness of cross-cultural undergraduate medical education.

Undergraduate Neuroscience Education: Blueprints for the 21st Century

PubMed Central

Wiertelak, Eric P.; Ramirez, Julio J.

2008-01-01

Paralleling the explosive growth of neuroscientific knowledge over the last two decades, numerous institutions from liberal arts colleges to research universities have either implemented or begun exploring the possibility of implementing undergraduate programs in neuroscience. In 1995, Faculty for Undergraduate Neuroscience (FUN) partnered with Project Kaleidoscope (PKAL) to offer a workshop exploring how undergraduate neuroscience education should proceed. Four blueprints were created to provide direction to the burgeoning interest in developing programs in undergraduate neuroscience education: 1) Neuroscience nested in psychology; 2) Neuroscience nested in biology; 3) Neuroscience as a minor; and 4) Neuroscience as a major. In 2005, FUN again partnered with PKAL to revisit the blueprints in order to align the blueprints with modern pedagogical philosophy and technology. The original four blueprints were modified and updated. One particularly exciting outgrowth of the 2005 workshop was the introduction of a fifth curricular blueprint that strongly emphasizes the integration of the humanities and social sciences into neuroscience: Neuroscience Studies. Because of the interdisciplinary nature of neuroscience, an education in neuroscience will prepare the next generation of students to think critically, synthetically, and creatively as they confront the problems facing humanity in the 21st century. PMID:23493318

Leadership training for undergraduate medical students.

PubMed

Maddalena, Victor

2016-07-04

Purpose Physicians play an important leadership role in the management and governance of the healthcare system. Yet, many physicians lack formal management and leadership training to prepare them for this challenging role. This Viewpoint article argues that leadership concepts need to be introduced to undergraduate medical students early and throughout their medical education. Design/methodology/approach Leadership is an integral part of medical practice. The recent inclusion of "Leader" competency in the CanMEDS 2015 represents a subtle but important shift from the previous "manager" competency. Providing medical students with the basics of leadership concepts early in their medical education allows them to integrate leadership principles into their professional practice. Findings The Faculty of Medicine at the Memorial University of Newfoundland (MUN) has developed an eight-module, fully online Physician Leadership Certificate for their undergraduate medical education program. This program is cited as an example of an undergraduate medical curriculum that offers leadership training throughout the 4 years of the MD program. Originality/value There are a number of continuing professional development opportunities for physicians in the area of management and leadership. This Viewpoint article challenges undergraduate medical education programs to develop and integrate leadership training in their curricula.

Self-directed learning readiness and learning styles among Saudi undergraduate nursing students.

PubMed

El-Gilany, Abdel-Hady; Abusaad, Fawzia El Sayed

2013-09-01

Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information. This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts. Cross-sectional descriptive study. Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia. Two hundred and seventy-five undergraduate Saudi nursing students. Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory. The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3 ± 5.9, 48.4 ± 5.5, 59.9 ± 6.7, and 159.6 ± 13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles. The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.

A narrative review of undergraduate peer-based healthcare ethics teaching.

PubMed

Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

2015-12-12

This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education.

Newly Built Undergraduate Schools Should Place Great Emphasis on Connotation Construction and Quality Promotion: An Analysis Based on the Qualification Evaluation Results for 41 Undergraduate Schools

ERIC Educational Resources Information Center

Binglin, Zhong

2016-01-01

The article presents a quantitative analysis of the evaluation results for 41 newly built undergraduate schools that submitted to the qualification evaluation of undergraduate work by Ministry of Education in 2013. It shows that newly built undergraduate schools should place great emphasis on connotation construction and quality promotion and on…

Differences within: A comparative analysis of women in the physical sciences --- Motivation and background factors

NASA Astrophysics Data System (ADS)

Dabney, Katherine Patricia Traudel

Science, technology, engineering, and mathematics (STEM) education has become a critical focus in the United States due to economic concerns and public policy (National Academy of Sciences, 2007; U.S. Department of Education, 2006). Part of this focus has been an emphasis on encouraging and evaluating career choice and persistence factors among underrepresented groups such as females in the physical sciences (Hill et al., 2010; National Academy of Sciences, 2007). The majority of existing STEM research studies compare women to men, yet a paucity of research exists that examines what differentiates female career choice within the physical sciences. In light of these research trends and recommendations, this study examines the following questions: 1. On average, do females who select chemistry or physics doctoral programs differ in their reported personal motivations and background factors prior to entering the field? 2. Do such variables as racial and ethnic background, age, highest level of education completed by guardians/parents, citizenship status, family interest in science, first interest in general science, first interest in the physical sciences, average grades in high school and undergraduate studies in the physical sciences, and experiences in undergraduate physical science courses explain a significant amount of variance in female physical scientists' years to Ph.D. completion? These questions are analyzed using variables from the Project Crossover Survey dataset through a subset of female physical science doctoral students and scientists. Logistic regression analyses are performed to uncover what differentiates women in the physical sciences based on their background, interest, academic achievement, and experiences ranging prior to elementary school through postsecondary education. Significant variables that positively predict a career choice in chemistry or physics include content specific high school and undergraduate academic achievement and positive undergraduate experiences. Two multiple regression models, one composed of female chemists and one of female physicists, examine significant predictors that positively associated with time to doctoral degree completion. The models account for little differentiation in the outcome of time to doctoral completion. In addition, significant predictors are based on demographic and achievement factors that were not paralleled in the two multiple regressions.

What if a State Required Civic Learning for All Its Undergraduates?

ERIC Educational Resources Information Center

Reiff, John D.

2016-01-01

This article tells the story of the first state in the U.S. to set the expectation that every undergraduate in public higher education would be involved in civic learning. In 2012, the Massachusetts Board of Higher Education made "Preparing Citizens" one of seven key outcomes of its Vision Project for public higher education. In 2014,…

An Epistemological Inquiry into Organic Chemistry Education: Exploration of Undergraduate Students' Conceptual Understanding of Functional Groups

ERIC Educational Resources Information Center

Akkuzu, Nalan; Uyulgan, Melis Arzu

2016-01-01

This study sought to determine the levels of conceptual understanding of undergraduate students regarding organic compounds within different functional groups. A total of 60 students who were enrolled in the Department of Secondary Science and Mathematics Education of a Faculty of Education at a state university in Turkey and who had followed an…

Embedding Education for Sustainable Development in Higher Education: A Case Study Examining Common Challenges and Opportunities for Undergraduate Programmes

ERIC Educational Resources Information Center

Jones, Paula; Trier, Colin J.; Richards, Jonathan P.

2008-01-01

This paper explores the perceptions of academics and students towards embedding Education for Sustainable Development (ESD) into undergraduate degree programmes in the School for Earth, Ocean and Environmental Science (SEOES) at the University of Plymouth. The main purpose of the research was to identify current ESD related teaching and learning…

Enrollment in Distance Education Classes Is Associated with Fewer Enrollment Gaps among Nontraditional Undergraduate Students in the US

ERIC Educational Resources Information Center

Pontes, Manuel C. F.; Pontes, Nancy M. H.

2012-01-01

The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than…

Expected Benefits of Streamlining Undergraduate Medical Education by Early Commitment to Specific Medical Specialties

ERIC Educational Resources Information Center

Benbassat, Jochanan; Baumal, Reuben

2012-01-01

Undergraduate medical education is too long; it does not meet the needs for physicians' workforce; and its content is inconsistent with the job characteristics of some of its graduates. In this paper we attempt to respond to these problems by streamlining medical education along the following three reforms. First, high school graduates would be…

Internationalisation in Swedish Undergraduate Nursing Education: Its Interpretation and Implementation in the Context of Nursing with Tender Loving Care. Research Bulletin 96.

ERIC Educational Resources Information Center

Adatia-Sandstrom, Shirin

Six qualitative studies were conducted to gain support and guidance in incorporating internationalization into the curriculum for Swedish undergraduate nursing education in accordance with official guidelines. In studies 1 and 2, practitioners and experts were interviewed, and in studies 3 and 4, nursing education programs were observed from the…

The Juxtaposition of STEPS to the Undergraduate Arena: The Lived Experience of Transitioning into Undergraduate Study

ERIC Educational Resources Information Center

James, Trixie

2016-01-01

Australia wide, universities are offering tertiary education to the broader socio-economic cohort; however, alongside this educational reform, there is a concern that students who have been away from the formal education context for many years may not cope with the rigors of university. Consequently, prior to and conditional to admission to…

Connecting Ideas to Practice: The Development of an Undergraduate Student's Philosophy of Music Education

ERIC Educational Resources Information Center

Salazar, Ryan; Randles, Clint

2015-01-01

This article considers the personal reflections of an undergraduate music education major on both the significance of his experience as a participant in the Seventh International Symposium on the Sociology of Music Education, held at Michigan State University, in the United States, in June 2011, and on his place as a pre-service music teacher…

Smooth Transition for Advancement to Graduate Education (STAGE) for Underrepresented Groups in the Mathematical Sciences Pilot Project: Broadening Participation through Mentoring

ERIC Educational Resources Information Center

Eubanks-Turner, Christina; Beaulieu, Patricia; Pal, Nabendu

2018-01-01

The Smooth Transition for Advancement to Graduate Education (STAGE) project was a three-year pilot project designed to mentor undergraduate students primarily from under-represented groups in the mathematical sciences. The STAGE pilot project focused on mentoring students as they transitioned from undergraduate education to either graduate school…

Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Directorate for Education and Human Resources.

This is the final report of an intensive review of the state of undergraduate education in science, mathematics, engineering and technology (SME&T) in America. It was conducted by a committee of the Advisory Committee to the Education and Human Resources Directorate of the National Science Foundation (NSF). The year-long review has revealed…

An Exploration of Factors Affecting Persistence to Degree Completion in an Undergraduate Music Education Program

ERIC Educational Resources Information Center

Gavin, Russell B.

2016-01-01

The purpose of this study was to explore the experiences of students (N = 26) in an undergraduate music education degree program in an attempt to identify commonalities among students persisting to degree completion. All participants were in their final year of the music education degree at the time of the study. Multiple data collection methods…

Facilitating Classroom Innovation in the Geosciences Through the NSF Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) Program

NASA Astrophysics Data System (ADS)

Singer, J.; Ryan, J. G.

2012-12-01

The Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all undergraduate students. Activities supported by the TUES program include the creation, adaptation, and dissemination of learning materials and teaching strategies, development of faculty expertise, implementation of educational innovations, and research on STEM teaching and learning. The TUES program especially encourages projects that have the potential to transform undergraduate STEM education and active dissemination and building a community of users are critical components of TUES projects. To raise awareness about the TUES program and increase both the quality and quantity of proposals submitted by geoscientists to the program, information sessions and proposal writing retreats are being conducted. Digital resources developed especially for the geosciences community are available at www.buffalostate.edu/RTUGeoEd to share information about the TUES program and the many ways this NSF program supports innovation in geoscience education. This presentation also addresses identified impediments to submitting a TUES proposal and strategies for overcoming reasons discouraging geoscientists from preparing a proposal and/or resubmitting a declined proposal.

Exploring Signature Pedagogies in Undergraduate Leadership Education

ERIC Educational Resources Information Center

Jenkins, Daniel M.

2012-01-01

This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion--whether in the form of…

Integrated Undergraduate Management Education: An Informal Benefit/Cost Analysis

ERIC Educational Resources Information Center

Casey, William L., Jr.

2005-01-01

This paper seeks to contribute to the literature of management education by evaluating assessment data on Babson College's integrated undergraduate management core program (IMC). Transitions from functionally isolated curricula to more integrated alternatives involve both benefits and costs, accruing to faculty, students and sponsoring…

Promoting Undergraduate Research through Integrative Learning

ERIC Educational Resources Information Center

Lewis, Elise C.

2017-01-01

Educators in higher education often seek innovative pedagogies to include in their classrooms. This article describes an integrative learning experience and details the planning, implementation, considerations, and benefits of creating a major-specific undergraduate research day. The event created an opportunity for students to gain confidence and…

Statistics teaching in medical school: opinions of practising doctors.

PubMed

Miles, Susan; Price, Gill M; Swift, Louise; Shepstone, Lee; Leinster, Sam J

2010-11-04

The General Medical Council expects UK medical graduates to gain some statistical knowledge during their undergraduate education; but provides no specific guidance as to amount, content or teaching method. Published work on statistics teaching for medical undergraduates has been dominated by medical statisticians, with little input from the doctors who will actually be using this knowledge and these skills after graduation. Furthermore, doctor's statistical training needs may have changed due to advances in information technology and the increasing importance of evidence-based medicine. Thus there exists a need to investigate the views of practising medical doctors as to the statistical training required for undergraduate medical students, based on their own use of these skills in daily practice. A questionnaire was designed to investigate doctors' views about undergraduate training in statistics and the need for these skills in daily practice, with a view to informing future teaching. The questionnaire was emailed to all clinicians with a link to the University of East Anglia Medical School. Open ended questions were included to elicit doctors' opinions about both their own undergraduate training in statistics and recommendations for the training of current medical students. Content analysis was performed by two of the authors to systematically categorize and describe all the responses provided by participants. 130 doctors responded, including both hospital consultants and general practitioners. The findings indicated that most had not recognised the value of their undergraduate teaching in statistics and probability at the time, but had subsequently found the skills relevant to their career. Suggestions for improving undergraduate teaching in these areas included referring to actual research and ensuring relevance to, and integration with, clinical practice. Grounding the teaching of statistics in the context of real research studies and including examples of typical clinical work may better prepare medical students for their subsequent career.

A Sourcebook of Cooperative Learning Activities for Introductory Undergraduate Astronomy for Non-Science Majors

NASA Astrophysics Data System (ADS)

Deming, Grace L.; Miller, Scott T.; Trasco, John D.

1996-05-01

Students become more interested in learning and retain more in courses that rely on active rather than passive teaching methods. Cooperative learning activities can be structured to engage students toward greater participation in their own education. We have developed a sourcebook containing a variety of cooperative learning methods and activities to aid in the teaching of astronomy at the undergraduate level. Special effort has been made to include activities that can be used within the classroom or as a group homework assignment, in courses with teaching assistants and those without, and in large or small classes. In addition to reinforcing concepts taught in introductory astronomy, the activities are structured to strengthen skills associated with a scientifically literate person. A goal of undergraduate science education is to produce citizens who can understand and share in the excitement of scientific discoveries as well as make informed decisions regarding scientific and technological issues. The sourcebook, available in August, 1996, will contain sections on the advantages/disadvantages of group activities, basic cooperative learning techniques, in class/out of class activities, and how to use peer instruction to expose students to the wonderfaul astronomy resources on the internet. Each activity includes suggestions to the instructor as to how the assignment can be incorporated into an introductory astronomy course. This project funded by NSF DUE-9354503.

Complementary and alternative medicine use by Canadian university students.

PubMed

Teper, Amy M; Tsai, Ellen

2008-01-01

Studies investigating Complementary and Alternative Medicine (CAM) prevalence are outdated and are generalized across different demographic groups due to their national scope. Determining trends among specific populations is necessary to gain insight into the growing popularity of CAM. To determine the prevalence and factors associated with CAM use among Canadian university undergraduate students and to determine student views regarding CAM research, education and policy-making decisions. Two arbitrarily selected undergraduate student classes at Queen's University were surveyed for this cross-sectional descriptive study. Information was provided by 128 respondents via questionnaire (75% response rate) on key demographics, CAM use and satisfaction with mainstream Canadian healthcare. Upon completion of the survey, voluntary participation was requested for the interview portion resulting in 7 semi-structured qualitative interviews. Of the 128 participants, 90 (70%) claimed to be users of at least one CAM modality. Female gender was strongly associated with CAM use (p<0.001). Other characteristics that may be correlated include being enrolled in a health-related academic program, being dissatisfied with certain aspects of the healthcare system and having parents who use CAM. The majority of respondents desired more research and education on CAM and more collaboration between the two healthcare streams. Canadian university undergraduate students are active CAM users and interest in CAM is high among this population. Further investigation is required to ensure that students are using CAM safely and appropriately.

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

NASA Astrophysics Data System (ADS)

Apedoe, Xornam S.; Reeves, Thomas C.

2006-12-01

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.

A community of educators: professional development for graduate students within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Schwab, Josiah; Roth, Nathaniel; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. Graduate students, together with upper-level undergraduates, design and run all Compass programs. We strive to create a community of educators that incorporates best practices from the science education literature. Along the way, we develop experience in curriculum development, fundraising, grant writing, interfacing with university administration, and other aspects of running an effective organization. Our experience in Compass leaves us better poised to be successful researchers, teachers, and mentors.

Using Interactive Data Visualizations for Exploratory Analysis in Undergraduate Genomics Coursework: Field Study Findings and Guidelines

ERIC Educational Resources Information Center

Mirel, Barbara; Kumar, Anuj; Nong, Paige; Su, Gang; Meng, Fan

2016-01-01

Life scientists increasingly use visual analytics to explore large data sets and generate hypotheses. Undergraduate biology majors should be learning these same methods. Yet visual analytics is one of the most underdeveloped areas of undergraduate biology education. This study sought to determine the feasibility of undergraduate biology majors…

[Curriculum reform and research in dentistry at the undergraduate level: history under construction].

PubMed

Maltagliati, Luciana Avila; Goldenberg, Paulete

2007-01-01

Approaching from the perspective of curriculum organization, the article examines the development of undergraduate research in dentistry. Based on Brazilian and international printed or electronic publications, the authors examine the institutionalization of higher education in dentistry, university reform, and the enactment of Curriculum Guidelines. From the earliest days of higher education in dentistry, there has been a concern with research. But Brazil's university reform assigned research to graduate studies and scientific instruction to undergraduate studies. In recent years, Curriculum Guidelines have reconsidered the position of research and have recommended changes that allow research to be viewed as an educational principle.

Podcast Use in Undergraduate Medical Education

PubMed Central

Helman, Anton; Chan, Teresa M

2017-01-01

Introduction Podcasts have become increasingly popular as a medium for free open access medical education (FOAM). However, little research has examined the use of these extracurricular audio podcasts as tools in undergraduate medical education. We aimed to examine knowledge retention, usage conditions, and preferences of undergraduate medical students at a Canadian university interacting with extracurricular podcasts. Methods Students enrolled in the undergraduate medical program at McMaster University volunteered to participate in this study. Two podcasts were created specifically for the purposes of this study, and online tests and surveys were sent to participants to gather data regarding user preferences of podcasts. In addition, we recorded changes in topic test scores before and after podcast exposure. Results Forty-two students were recruited to this study. Participants who completed the assessments demonstrated an effect of learning. Podcasts of 30 minutes or less were preferred in the majority of participants who had a preference in duration. The top three activities participants were engaged in while listening to the podcasts were driving (46%), completing chores (26%), and exercising (23%). A large number of participants who did not complete the study in its entirety cited a lack of time and podcast length to be the top two barriers to completion. Conclusion This is one of the first studies to examine extracurricular podcast-usage data and preferences in a Canadian undergraduate medical student population. This information may help educators and FOAM producers to optimize educational tools for medical education. PMID:29464137

Death Anxiety and Education: A Comparison Among Undergraduate and Graduate Students.

PubMed

Nienaber, Kristie; Goedereis, Eric

2015-01-01

The present study investigated the association between level of education and self-reported levels of anxiety regarding death of self and others among undergraduate students (n = 149) and graduate students (n = 92). Participants completed the Multidimensional Fear of Death Scale (MFODS) and the Revised Death Anxiety Scale (RDAS). Although undergraduate and graduate students did not differ on Fear of Being Destroyed, graduate students reported lower levels of death anxiety on all remaining measures. Suggestions for future research and implications are discussed.

Leadership in Undergraduate Mathematics Education: An Example

ERIC Educational Resources Information Center

Cunningham, Joel

2013-01-01

Lynn Arthur Steen, Professor Emeritus of Mathematics at St. Olaf College and former President of the Mathematical Association of America, is recognized widely for the extraordinarily valuable leadership he has given in undergraduate mathematics education, at his college, nationally, and internationally. This article outlines some of his remarkable…

Computers in Undergraduate Science Education. Conference Proceedings.

ERIC Educational Resources Information Center

Blum, Ronald, Ed.

Six areas of computer use in undergraduate education, particularly in the fields of mathematics and physics, are discussed in these proceedings. The areas included are: the computational mode; computer graphics; the simulation mode; analog computing; computer-assisted instruction; and the current politics and management of college level computer…

Peer-to-Peer Education of College Females on Sexual Health

ERIC Educational Resources Information Center

Skelly, C.; Hall, C.; Risher, C.; Brown, B.

2018-01-01

Objective: This study examined the sexual health knowledge of female undergraduate college students before and following a peer to peer, sexual health education intervention. Participants: Sixty-nine students participated in the study. Methods: Undergraduate female students from a central Florida private college completed paper-pencil…

Apparel Honors Program Builds Research Skills in Undergrads

ERIC Educational Resources Information Center

Black, Catherine; Grise, Kay; Barker, Jessica; Thomas, Brandi; Bollinger, Stephanie

2008-01-01

Institutions of higher education are being challenged to strengthen undergraduate education. One strategy for meeting students' needs is to incorporate research activities into the undergraduate experience. Each project can be tailored to fit the student's research interest and contribute to a faculty member's research productivity. An honors…

Cheating Behaviours, the Internet and Education Undergraduate Students

ERIC Educational Resources Information Center

Trushell, J.; Byrne, K.; Simpson, R.

2012-01-01

This paper describes an illuminative small-scale study that piloted an initial survey instrument intended to investigate correspondences between 47 undergraduate Education final year students' use of information and communications technology (ICT), including the Internet, and--within the context of their adoption of tactics intended to impress…

Internships | NREL

Science.gov Websites

Apply here Contact: nrel.education@nrel.gov Benefits and Opportunities at a Glance NREL Undergraduate NREL's sponsored internships. Learn more Benefits Option to enroll in medical benefits (if working 30 undergraduate education and research program. Learn more SULI Benefits Salary - $625 per week Regional

34 CFR 607.4 - What are low educational and general expenditures?

Code of Federal Regulations, 2010 CFR

2010-07-01

... general expenditures per full-time equivalent undergraduate student in the base year must be less than the average educational and general expenditures per full-time equivalent undergraduate student of comparable... student for institutions with graduate students that do not differentiate between graduate and...

VALUE: Valid Assessment of Learning in Undergraduate Education

ERIC Educational Resources Information Center

Rhodes, Terrel L.

2008-01-01

This chapter discusses the Association of American Colleges and Universities' (AAC&U's) Valid Assessment of Learning in Undergraduate Education (VALUE) project, which aims to demonstrate that faculty across the country share fundamental expectations about student learning on all of the essential learning outcomes deemed critical for student…

Iranian undergraduate nursing student perceptions of informal learning: A qualitative research.

PubMed

Seylani, Khatereh; Negarandeh, Reza; Mohammadi, Easa

2012-11-01

Nursing education is both formal and informal. Formal education represents only a small part of all the learning involved; and many students learn more effectively through informal processes. There is little information about nursing student informal education and how it affects their character and practice. This qualitative study explores undergraduate nursing student perceptions of informal learning during nursing studies. Data were gathered through semi-structured interviews with a sample of undergraduate nursing students (n = 14). Strauss and Corbin's constant comparison analysis approach was used for data analysis. The categories that emerged included personal maturity and emotional development, social development, closeness to God, alterations in value systems, and ethical and professional commitment. Findings reveal that nursing education could take advantage of informal learning opportunities to develop students' nontechnical skills and produce more competent students. Implications for nursing education are discussed.

Why do different people choose different university degrees? Motivation and the choice of degree

PubMed Central

Skatova, Anya; Ferguson, Eamonn

2014-01-01

Different people choose undergraduate degrees to study at university for different reasons. To date, there have been limited attempts to identify individual differences in motivation that drive undergraduate degree choice. We identified that people choose university degrees for four reasons: career concerns (Career), intrinsic interest in the subject (Interest), an opportunity to help others (Helping) and because they are looking for an easy option to get into higher education (Loafing). We investigated whether these motivations apply to the choice of undergraduate degree in two samples: (1) undergraduate (N = 989) and (2) prospective (N = 896) students. We developed the Motivations Influencing Course Choice (MICC) questionnaire to measure these motivations. Scales of Helping, Career, Loafing, and Interest showed good psychometric properties, showed validity with respect to general life goals and personality traits, and predicted actual and prospective degree choices. We demonstrated that medical degrees were chosen due to a mixture of Helping and Career, while engineering degrees were associated with Career and low Interest in the degree. The choice of arts and humanities degrees was driven by Interest and low concern about future career, accompanied with high Loafing. We also demonstrated gender differences: females were high in Helping (both samples) and Interest (only in the undergraduate sample) motivation, while males scored higher in Career (only in the undergraduate sample) and Loafing (both samples). The findings can feed into both theoretical accounts of proximal motivation as well as provide help to improve degree programmes at universities and support better career advice. PMID:25431561

Nutrition guidelines for undergraduate medical curricula: a six-country comparison.

PubMed

Crowley, Jennifer; Ball, Lauren; Laur, Celia; Wall, Clare; Arroll, Bruce; Poole, Phillippa; Ray, Sumantra

2015-01-01

To assess nutrition curriculum guidelines for undergraduate medical education in the United States, Canada, the United Kingdom, Republic of Ireland, Australia, and New Zealand to highlight potential opportunities for shared learning on the advancement of nutrition in medical education. A comprehensive list of professional bodies, councils, organizations, and other groups relevant to education or nutrition was compiled for each country after a review of relevant white and gray literature. All documents that were published from 2000 onwards, and that provided guidance on nutrition education within undergraduate medical education for one of the identified countries were included in the review. Each curriculum guideline was evaluated for 1) the organization's or group's role in undergraduate medical education; 2) the extent of nutrition-related recommendations; and 3) mandatory implementation. In the countries reviewed, a total of six nutrition-related curriculum guidelines were identified. All countries, aside from the Republic of Ireland, currently have externally visible curriculum guidelines to inform medical schools in undergraduate nutrition education, yet there is little evidence of mandatory enforcement. Curriculum guidelines predominantly focus on basic nutrition principles, nutrition assessment, the role of nutrition in health, interdisciplinary teamwork, and the provision of nutrition counseling. Notable differences exist regarding the scope and detail of curriculum guidelines for the reviewed countries. There are promising developments in nutrition curriculum guidelines for medical schools within the reviewed countries. Differences in the scope and detail of nutrition curriculum guidelines may influence the nutrition education provided to medical students, and the subsequent nutrition care provided by doctors in these countries. Consideration is required as to how to monitor and evaluate the nutrition competence of doctors in relation to routine health care practices, as well as the impact of their competency levels on patients' nutrition behavior and health outcomes.

Nutrition guidelines for undergraduate medical curricula: a six-country comparison

PubMed Central

Crowley, Jennifer; Ball, Lauren; Laur, Celia; Wall, Clare; Arroll, Bruce; Poole, Phillippa; Ray, Sumantra

2015-01-01

Aim To assess nutrition curriculum guidelines for undergraduate medical education in the United States, Canada, the United Kingdom, Republic of Ireland, Australia, and New Zealand to highlight potential opportunities for shared learning on the advancement of nutrition in medical education. Methods A comprehensive list of professional bodies, councils, organizations, and other groups relevant to education or nutrition was compiled for each country after a review of relevant white and gray literature. All documents that were published from 2000 onwards, and that provided guidance on nutrition education within undergraduate medical education for one of the identified countries were included in the review. Each curriculum guideline was evaluated for 1) the organization’s or group’s role in undergraduate medical education; 2) the extent of nutrition-related recommendations; and 3) mandatory implementation. Results In the countries reviewed, a total of six nutrition-related curriculum guidelines were identified. All countries, aside from the Republic of Ireland, currently have externally visible curriculum guidelines to inform medical schools in undergraduate nutrition education, yet there is little evidence of mandatory enforcement. Curriculum guidelines predominantly focus on basic nutrition principles, nutrition assessment, the role of nutrition in health, interdisciplinary teamwork, and the provision of nutrition counseling. Notable differences exist regarding the scope and detail of curriculum guidelines for the reviewed countries. Conclusion There are promising developments in nutrition curriculum guidelines for medical schools within the reviewed countries. Differences in the scope and detail of nutrition curriculum guidelines may influence the nutrition education provided to medical students, and the subsequent nutrition care provided by doctors in these countries. Consideration is required as to how to monitor and evaluate the nutrition competence of doctors in relation to routine health care practices, as well as the impact of their competency levels on patients’ nutrition behavior and health outcomes. PMID:25733949

Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

PubMed

Mackintosh-Franklin, Carolyn

2016-05-01

This review provides a contextual report of the current use of pedagogy in undergraduate nursing programmes run by Higher Education Institutes (HEIs) in the United Kingdom (UK). Pedagogy provides the framework for educators to add shape and structure to the educational process, and to support student learning and programme development. Traditionally nurse education has used a behaviourist approach focusing on learning outcomes and competency based education, although there is also increasing support for the cognitive/student learning focused pedagogic approach. The keywords andragogy, pedagogy and student centred learning were used in a systematic stepwise descriptive content analysis of the programme specifications and programme handbooks of 40 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. 42% (17) of documents contained reference to the words, pedagogy and student centred learning, whilst no documents used the word andragogy. Where identified, pedagogy was used in a superficial manner, with only three documents identifying a specific pedagogical philosophy: one HEI citing a value based curriculum and two HEIs referencing social constructionism. Nine HEIs made reference to student centred learning but with no additional pedagogic information. A review of teaching, learning and assessment strategies indicated no difference between the documented strategies used by HEIs when comparing those with an espoused pedagogy and those without. Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

Visual analytics in healthcare education: exploring novel ways to analyze and represent big data in undergraduate medical education

PubMed Central

Nilsson, Gunnar; Zary, Nabil

2014-01-01

Introduction. The big data present in the medical curriculum that informs undergraduate medical education is beyond human abilities to perceive and analyze. The medical curriculum is the main tool used by teachers and directors to plan, design, and deliver teaching and assessment activities and student evaluations in medical education in a continuous effort to improve it. Big data remains largely unexploited for medical education improvement purposes. The emerging research field of visual analytics has the advantage of combining data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is a lack of research on the use and benefits of visual analytics in medical education. Methods. The present study is based on analyzing the data in the medical curriculum of an undergraduate medical program as it concerns teaching activities, assessment methods and learning outcomes in order to explore visual analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. Cytoscape software was employed to build networks of the identified aspects and visualize them. Results. After the analysis of the curriculum data, eleven aspects were identified. Further analysis and visualization of the identified aspects with Cytoscape resulted in building an abstract model of the examined data that presented three different approaches; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes, and (iii) teaching methods, learning outcomes, examination results, and gap analysis. Discussion. This study identified aspects of medical curriculum that play an important role in how medical education is conducted. The implementation of visual analytics revealed three novel ways of representing big data in the undergraduate medical education context. It appears to be a useful tool to explore such data with possible future implications on healthcare education. It also opens a new direction in medical education informatics research. PMID:25469323

Visual analytics in healthcare education: exploring novel ways to analyze and represent big data in undergraduate medical education.

PubMed

Vaitsis, Christos; Nilsson, Gunnar; Zary, Nabil

2014-01-01

Introduction. The big data present in the medical curriculum that informs undergraduate medical education is beyond human abilities to perceive and analyze. The medical curriculum is the main tool used by teachers and directors to plan, design, and deliver teaching and assessment activities and student evaluations in medical education in a continuous effort to improve it. Big data remains largely unexploited for medical education improvement purposes. The emerging research field of visual analytics has the advantage of combining data analysis and manipulation techniques, information and knowledge representation, and human cognitive strength to perceive and recognize visual patterns. Nevertheless, there is a lack of research on the use and benefits of visual analytics in medical education. Methods. The present study is based on analyzing the data in the medical curriculum of an undergraduate medical program as it concerns teaching activities, assessment methods and learning outcomes in order to explore visual analytics as a tool for finding ways of representing big data from undergraduate medical education for improvement purposes. Cytoscape software was employed to build networks of the identified aspects and visualize them. Results. After the analysis of the curriculum data, eleven aspects were identified. Further analysis and visualization of the identified aspects with Cytoscape resulted in building an abstract model of the examined data that presented three different approaches; (i) learning outcomes and teaching methods, (ii) examination and learning outcomes, and (iii) teaching methods, learning outcomes, examination results, and gap analysis. Discussion. This study identified aspects of medical curriculum that play an important role in how medical education is conducted. The implementation of visual analytics revealed three novel ways of representing big data in the undergraduate medical education context. It appears to be a useful tool to explore such data with possible future implications on healthcare education. It also opens a new direction in medical education informatics research.

The Relationship between Students' Perceptions of "Good Practices for Undergraduate Education" and the Paradigmatic Development of Disciplines in Course-Taking Behavior

ERIC Educational Resources Information Center

Kilgo, Cindy A.; Culver, K. C.; Young, Ryan L.; Paulsen, Michael B.

2017-01-01

Our study uses data from the Wabash National Study of Liberal Arts Education to interrogate the affinity disciplines hypothesis through students' perceptions of faculty use of six of Chickering and Gamson's ("AAHE Bull" 39(7):3-7, 1987) principles of good practice for undergraduate education. We created a proportional scale based on…

Developing the Emotional Intelligence of Undergraduate Music Education Majors: An Exploratory Study Using Bradberry and Greaves' (2009) "Emotional Intelligence 2.0"

ERIC Educational Resources Information Center

McGinnis, Emily J.

2018-01-01

Research focused on the relationship of emotional intelligence (EI) to academic and professional success in education, and whether and how it might be taught and learned, is inconclusive. The purpose of this study was to examine the degree to which undergraduate music education majors experienced a change in EI after implementing strategies from…

Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania

ERIC Educational Resources Information Center

Msangya, Benedicto William; Mkoma, Stelyus L.; Yihuan, Wang

2016-01-01

Education is the key to development; however, it is impossible to think the quality of education without having academically qualified and professional responsible teachers. The main objective of this study was to examine the perspectives of undergraduate student teachers toward teaching practice experience as a tool of learning to teach. A…

What's Happening in "Their Space"? Exploring the Borders of Formal and Informal Learning with Undergraduate Students of Education in the Age of Mobile Technologies

ERIC Educational Resources Information Center

Andrews, Jane; Jones, Mark

2015-01-01

The changing nature of teaching and learning in an age of accessible technologies provides challenges and opportunities for the design of learning events. Working with a sample of undergraduate students of education in one UK higher education institution we use an exploratory, qualitative approach to investigate students' spontaneous uses of their…

Is On-Line Distance Education a Viable Alternative for Undergraduates? An Experiment with the Students in Georgia, the Professor in Australia.

ERIC Educational Resources Information Center

Dick, Geoffrey N.; Hanna, Mark

This paper reports the results of a study conducted with non-IS undergraduate students undertaking an online distance education class. Although the sample size is small and there is some self-selection, it provides some preliminary answers to what such students see as the advantages and disadvantages of online education, whether these perceptions…

Liberal Arts Colleges and Good Practices in Undergraduate Education: Additional Evidence

ERIC Educational Resources Information Center

Seifert, Tricia A.; Pascarella, Ernest T.; Goodman, Kathleen M.; Salisbury, Mark H.; Blaich, Charles F.

2010-01-01

Liberal arts colleges have prided themselves on providing students with a quality undergraduate education among a scholarly community who are interested in their holistic development. Past research has found students who attended liberal arts colleges more frequently experienced Chickering and Gamson's (1987, 1991) good practices in undergraduate…

Negotiating Identity: A Look at the Educational Experiences of Black Undergraduates in Stem Disciplines

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McClain, Oren L.

2014-01-01

The purpose of this qualitative study is to investigate the mathematics educational experiences of Black undergraduate students majoring in science, technology, engineering, and mathematics disciplines at the University of Virginia. Using Murrell's (2009) situated-mediated identity theory as the theoretical framework, this study examines factors…

Comparison of Critical Thinking in Undergraduates and Graduates in Special Education

ERIC Educational Resources Information Center

Zascavage, Victoria; Masten, William G.; Schroeder-Steward, Jennifer; Nichols, Christopher

2007-01-01

This study assessed overall critical thinking ability in graduate and undergraduate students in special education at a southwestern university. A comparison of the two groups resulted in significant differences on the Watson-Glaser Critical Thinking Appraisal Form Short (WGCTA-FS) subscales for Inference, Recognition of Assumption, Deduction, and…

Content Selection in Undergraduate LIS Education

ERIC Educational Resources Information Center

Zins, Chaim; Santos, Placida L. V. A. C.

2017-01-01

The study presented in this article is aimed to improve the academic education in the field of library and information science by structuring the curricular and pedagogical reasoning that shapes the contents of undergraduate academic programs. It was composed of two methodological phases. The first phase was a systematic Critical Delphi study with…

Bridging Knowledge: A Collective Undergraduate Thesis Development Approach

ERIC Educational Resources Information Center

Holdsworth, Jason K.; Arun, Özgür

2017-01-01

While there are various approaches to gerontological and geriatrics (and social sciences) education globally, a component commonly included in undergraduate education is a final thesis project. In Turkey, the Department of Gerontology at Akdeniz University has undertaken a unique approach to thesis development that values and draws on accessing…

Teamwork: Education for Entrants to the Environment Professions

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Meehan, Barry; Thomas, Ian

2006-01-01

Numerous reports over recent years emphasise the importance of teamwork training in undergraduate programs in environment education at tertiary level. This paper describes a project undertaken by a team of final year undergraduate environment students from four faculties at RMIT University in Australia working on a multi-disciplinary environment…

A Phenomenological Study of Undergraduate Instructors Using the Inverted or Flipped Classroom Model

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Brown, Anna F.

2012-01-01

The changing educational needs of undergraduate students have not been addressed with a corresponding development of instructional methods in higher education classrooms. This study used a phenomenological approach to investigate a classroom-based instructional model called the "inverted" or "flipped" classroom. The flipped…

Undergraduate Professional Education in Chemistry: Guidelines and Evaluation Procedures.

ERIC Educational Resources Information Center

American Chemical Society, Washington, DC.

Provided are guidelines for evaluating undergraduate professional education in chemistry. The guidelines summarize an approved program as including: 400 hours of classroom work; 500 hours of laboratory work; a core curriculum covering principles of analytical, inorganic, organic, and physical chemistry; 1 year of advanced work in chemistry or…

Business Undergraduates' Perceptions of Their Capabilities in Employability Skills: Implications for Industry and Higher Education

ERIC Educational Resources Information Center

Jackson, Denise

2012-01-01

In response to the continuing disparity between industry expectations and higher education provision, this study examines the self-assessed capabilities of 1,024 business undergraduates in employability skills typically considered important by industry in developed economies. The findings indicate relative perceived strengths in "social…

Navigating Disruptive Innovation in Undergraduate Business Education

ERIC Educational Resources Information Center

Behara, Ravi S.; Davis, Mark M.

2015-01-01

The undergraduate business education landscape is dramatically changing and will continue to do so for the foreseeable future. Many of the changes are being driven by increasing costs, advances in technology, rapid globalization, and an increasingly diverse workforce and customer base, and are occurring simultaneously in both the business world…

Characteristics of Well-Propagated Teaching Innovations in Undergraduate STEM

ERIC Educational Resources Information Center

Khatri, Raina; Henderson, Charles; Cole, Renee; Froyd, Jeffrey E.; Friedrichsen, Debra; Stanford, Courtney

2017-01-01

Background: The undergraduate science, technology, engineering, and mathematics (STEM) education community has developed a large number of innovative teaching strategies and materials, but the majority of these go unused by instructors. To help understand how to improve adoption of evidence-based education innovations, this study focuses on…

Facilitating the Progression of Modern Apprentices into Undergraduate Business Education.

ERIC Educational Resources Information Center

Chadwick, Simon

1999-01-01

A case study of a program to give apprentices access to undergraduate business education at a British university in cooperation with a local chamber of commerce identified these success factors: recognition that modern apprentices are unlike traditional college students and focus on technology, outcome-based learning, personal development, and…

EOP and SAA Undergraduates Who Left UC Davis without a Degree.

ERIC Educational Resources Information Center

Rasor, Marianne

Undergraduate students enrolled in the Educational Opportunity Program (EOP) or the Student Affirmative Action (SAA) program at the University of California (UC), Davis, who withdrew before graduation were surveyed in 1981. Attention was directed to the respondents' educational experiences after leaving, their current employment, and their…

Exploring Race Differences in Correlates of Seniors' Satisfaction with Undergraduate Education

ERIC Educational Resources Information Center

Einarson, Marne K.; Matier, Michael W.

2005-01-01

This study employed multiple linear regression and decision tree analysis to examine the correlates of overall satisfaction with undergraduate education for white, Asian American, Latino and African American seniors enrolled at 17 doctoral/research universities. Satisfaction with the overall quality of instruction and social involvement were the…

Exploring Race Differences in Correlates of Seniors' Satisfaction with Undergraduate Education

ERIC Educational Resources Information Center

Einarson, Marne K.; Matier, Michael W.

2004-01-01

This study employed multiple linear regression and decision tree analysis to examine the correlates of overall satisfaction with undergraduate education for white, Asian American, Hispanic and African American seniors enrolled at 17 research-extensive universities. Satisfaction with the overall quality of instruction and social involvement were…