Sample records for upper level courses

  1. Observations Of General Learning Patterns In An Upper-Level Thermal Physics Course

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2009-11-01

    I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

  2. Research and Teaching: Integrating Lecture and Laboratory in Health Sciences Courses Improves Student Satisfaction and Performance

    ERIC Educational Resources Information Center

    Finn, Kevin; FitzPatrick, Kathleen; Yan, Zi

    2017-01-01

    Students often struggle in introductory health sciences courses; some students have difficulty in upper level classes. To address this, we converted three lecture/lab courses, traditional first-year Anatomy and Physiology (A&P I), upper level Biomechanics, and upper level Microbiology to an integrated studio model. We used the Student…

  3. Upper-Level Undergraduate Chemistry Students' Goals for Their Laboratory Coursework

    ERIC Educational Resources Information Center

    DeKorver, Brittland K.; Towns, Marcy H.

    2016-01-01

    Efforts to reform undergraduate chemistry laboratory coursework typically focus on the curricula of introductory-level courses, while upper-level courses are bypassed. This study used video-stimulated recall to interview 17 junior- and senior- level chemistry majors after they carried out an experiment as part of a laboratory course. It is assumed…

  4. Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers.

    PubMed

    Wright, Shirley J

    2012-01-01

    Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy. Copyright © 2012 American Association of Anatomists.

  5. An Experiential Approach to an Upper Division Course in Intercultural Communication.

    ERIC Educational Resources Information Center

    Ostermeier, Terry H.

    Rapidly changing demographics are forcing more and more Americans to interact with people who are different from themselves. Americans must become more sensitive to cultural diversity. One way to address this challenge at the university level is to offer courses in intercultural communication. At one university, an upper level course in…

  6. Student Perceptions of an Upper-Level, Undergraduate Human Anatomy Laboratory Course without Cadavers

    ERIC Educational Resources Information Center

    Wright, Shirley J.

    2012-01-01

    Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This…

  7. Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses

    ERIC Educational Resources Information Center

    Celik, Mehmet; Shaqlaih, Ali

    2017-01-01

    This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…

  8. Pedagogical Issues in Teaching Upper-Level Science Courses at a "Community University"

    ERIC Educational Resources Information Center

    Deutch, Charles E.; Jurutka, Peter W.; Marshall, Pamela A.

    2008-01-01

    The authors teach upper-level science courses in cell biology, genetics, and biochemistry at a public, four-year "community university" that serves a demographically diverse population of traditional and nontraditional students. In this article, they describe some of the issues they have found to be particularly significant at their "community…

  9. Online Learning: Outcomes and Satisfaction among Underprepared Students in an Upper-Level Psychology Course

    ERIC Educational Resources Information Center

    McDonough, Colleen; Roberts, Ramona Palmerio; Hummel, Jessamy

    2014-01-01

    Online learning is on the rise, but research on outcomes and student satisfaction has produced conflicting results, and systematic, targeted research on underprepared college students is generally lacking. This study compared three sections (traditional, online, and 50% hybrid) of the same upper-level psychology course, taught with identical…

  10. Personality Type and Student Performance in Upper-Level Economics Courses: The Importance of Race and Gender.

    ERIC Educational Resources Information Center

    Borg, Mary O.; Stranahan, Harriet A.

    2002-01-01

    Demonstrates that personality type is an important explanatory variable in student performance in upper level economics courses. Finds that certain personality types, combined with race and gender effects, produce students who outperform other students. Introverts and those with the Keirsey-Bates temperament combination of sensing/judging…

  11. Mathematical tasks, study approaches, and course grades in undergraduate mathematics: a year-by-year analysis

    NASA Astrophysics Data System (ADS)

    Maciejewski, Wes; Merchant, Sandra

    2016-04-01

    Students approach learning in different ways, depending on the experienced learning situation. A deep approach is geared toward long-term retention and conceptual change while a surface approach focuses on quickly acquiring knowledge for immediate use. These approaches ultimately affect the students' academic outcomes. This study takes a cross-sectional look at the approaches to learning used by students from courses across all four years of undergraduate mathematics and analyses how these relate to the students' grades. We find that deep learning correlates with grade in the first year and not in the upper years. Surficial learning has no correlation with grades in the first year and a strong negative correlation with grades in the upper years. Using Bloom's taxonomy, we argue that the nature of the tasks given to students is fundamentally different in lower and upper year courses. We find that first-year courses emphasize tasks that require only low-level cognitive processes. Upper year courses require higher level processes but, surprisingly, have a simultaneous greater emphasis on recall and understanding. These observations explain the differences in correlations between approaches to learning and course grades. We conclude with some concerns about the disconnect between first year and upper year mathematics courses and the effect this may have on students.

  12. Human Resources in the Library System. Course 2, Study Guide. Final Report, Phase 2, Post-Master's Education for Middle and Upper-Level Personnel in Libraries and Information Centers.

    ERIC Educational Resources Information Center

    Goodman, Charles H.; Stone, Elizabeth W.

    A study guide is presented for a course designed for the continuing education of professional librarians at the level of middle or upper management who find that they need understanding about human resources in the library system beyond that acquired on the job or in previous library education. The course has four units: (1) Management: A Systems…

  13. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

    ERIC Educational Resources Information Center

    Ziegler, Brittany; Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students' perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest…

  14. Human Resources in the Library System. Course 2, Leader's Handbook, Part 1: Designs for Learning. Final Report, Phase 2, Post-Master's Education for Middle and Upper-Level Personnel in Libraries and Information Centers.

    ERIC Educational Resources Information Center

    Goodman, Charles H.; Stone, Elizabeth W.

    A leader's handbook is presented for a course designed for the continuing education of professional librarians at the level of middle or upper management who find that they need understanding about human resources in the library system beyond that acquired on the job or in previous library education. The course has four units: (1) Management: A…

  15. Colorado Upper-Division Electrostatics Diagnostic: A Conceptual Assessment for the Junior Level

    ERIC Educational Resources Information Center

    Chasteen, Stephanie V.; Pepper, Rachel E.; Caballero, Marcos D.; Pollock, Steven J.; Perkins, Katherine K.

    2012-01-01

    As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with results from student observations and interviews,…

  16. Investigation Of Student Learning In Thermodynamics And Implications For Instruction In Chemistry And Engineering

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    2007-01-01

    As part of an investigation into student learning of thermodynamics, we have probed the reasoning of students enrolled in introductory and advanced courses in both physics and chemistry. A particular focus of this work has been put on the learning difficulties encountered by physics, chemistry, and engineering students enrolled in an upper-level thermal physics course that included many topics also covered in physical chemistry courses. We have explored the evolution of students' understanding as they progressed from the introductory course through more advanced courses. Through this investigation we have gained insights into students' learning difficulties in thermodynamics at various levels. Our experience in addressing these learning difficulties may provide insights into analogous pedagogical issues in upper-level courses in both engineering and chemistry which focus on the theory and applications of thermodynamics.

  17. Implementing online quantitative support modules in an intermediate-level course

    NASA Astrophysics Data System (ADS)

    Daly, J.

    2011-12-01

    While instructors typically anticipate that students in introductory geology courses enter a class with a wide range of quantitative ability, we often overlook the fact that this may also be true in upper-level courses. Some students are drawn to the subject and experience success in early courses with an emphasis on descriptive geology, then experience frustration and disappointment in mid- and upper-level courses that are more quantitative. To bolster student confidence in quantitative skills and enhance their performance in an upper-level course, I implemented several modules from The Math You Need (TMYN) online resource with a 200-level geomorphology class. Student facility with basic quantitative skills (rearranging equations, manipulating units, and graphing) was assessed with an online pre- and post-test. During the semester, modules were assigned to complement existing course activities (for example, the module on manipulating units was assigned prior to a lab on measurement of channel area and water velocity, then calculation of discharge). The implementation was designed to be a concise review of relevant skills for students with higher confidence in their quantitative abilities, and to provide a self-paced opportunity for students with less quantitative facility to build skills. This course already includes a strong emphasis on quantitative data collection, analysis, and presentation; in the past, student performance in the course has been strongly influenced by their individual quantitative ability. I anticipate that giving students the opportunity to improve mastery of fundamental quantitative skills will improve their performance on higher-stakes assignments and exams, and will enhance their sense of accomplishment in the course.

  18. New and Upper Level Political Science Course Preparations: A Discussion of Challenges and Opportunities at the Teaching-Oriented Institution

    ERIC Educational Resources Information Center

    Richburg, Kimberly M.

    2012-01-01

    Designing and executing a new upper level political science course preparation can be a daunting task, especially when dealing with some of the challenges in the context of teaching-oriented institutions of higher learning. In this paper, I conduct an examination of both the challenges and the opportunities that can be afforded by environmental…

  19. Measuring Student Improvement in Lower- and Upper-Level University Climate Science Courses

    NASA Astrophysics Data System (ADS)

    Harris, S. E.; Taylor, S. V.; Schoonmaker, J. E.; Lane, E.; Francois, R. H.; Austin, P.

    2011-12-01

    What do university students know about climate? What do they learn in a climate course? On the second-to-last day of a course about global climate change, only 48% of our upper-level science students correctly answered a multiple-choice question about the greenhouse effect. The good news: improvement. Only 16% had answered correctly on the first day of class. The bad news: the learning opportunities we've provided appear to have missed more than half the class on a fundamental climate concept. To evaluate the effectiveness of instruction on student learning about climate, we have developed a prototype assessment tool, designed to be deployed as a low-stakes pre-post test. The items included were validated through student interviews to ensure that students interpret the wording and answer choices in the way we intend. This type of validated assessment, administered both at the beginning and end of term, with matched individuals, provides insight regarding the baseline knowledge with which our students enter a course, and the impact of that course on their learning. We administered test items to students in (1) an upper-level climate course for science majors and (2) a lower-level climate course open to all students. Some items were given to both groups, others to only one of the groups. Both courses use evidence-based pedagogy with active student engagement (clickers, small group activities, regular pre-class preparation). Our results with upper-level students show strong gains in student thinking (>70% of students who missed a question on the pre-test answered correctly on the post-test) about stock-and-flow (box model) problems, annual cycles in the Keeling curve, ice-albedo feedbacks, and isotopic fractionation. On different questions, lower-level students showed strong gains regarding albedo and blackbody emission spectra. Both groups show similar baseline knowledge and lower-than-expected gains on greenhouse effect fundamentals, and zero gain regarding the relative importance of different greenhouse gases. A larger percentage of upper-level students (compared to lower-level students) arrive with correct knowledge comparing different greenhouse gases, and explanations of annual cycles in the Keeling curve, but both groups show similar gains with instruction. Instructors can use feedback from these pre-post assessment results to iteratively modify and test the learning opportunities they provide. We aim to continue development and further validation of this tool such that it can be used in many university-level climate courses.

  20. The Effect of an Integrated Course Cluster Learning Community on the Oral and Written Communication Skills and Technical Content Knowledge of Upper-Level College of Agriculture Students

    ERIC Educational Resources Information Center

    Barnett, Cynthia; Miller, Greg; Polito, Thomas A.; Gibson, Lance

    2009-01-01

    The purpose of this quasi-experimental study was to determine if upper-level college students who participated in AgPAQ, an integrated course cluster learning community, would demonstrate enhanced learning in the areas of oral communication, written communication, and agronomic/economic technical content knowledge. The population (N = 182)…

  1. Teaching Introductory Upper-Level Religion and Theology Classes

    ERIC Educational Resources Information Center

    Clingerman, Forrest; O'Brien, Kevin J.

    2015-01-01

    The undergraduate study of religion is predominantly undertaken by non-majors who are meeting a general education requirement. This means that, while curricular discussions make important distinctions between the work of lower- and upper-division courses, many religion and theology faculty are teaching hybrid courses that we call…

  2. A Cornerstone Course in Sociology: Providing Students with Theory, Methods, and Career Preparation Early in the Major

    ERIC Educational Resources Information Center

    Holtzman, Mellisa

    2018-01-01

    Cornerstone courses bridge introductory content from lower-level survey courses with the more advanced theoretical and methodological content of upper-level, major-only courses. Cornerstones are implemented with the goal of better preparing students for advanced coursework and/or assisting them with understanding their major and its associated…

  3. Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

    ERIC Educational Resources Information Center

    Tofan, Daniel C.

    2009-01-01

    This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

  4. Utilizing Local Stream Ecology to Produce a Long Term Data Set as AN Authentic Research Tool

    NASA Astrophysics Data System (ADS)

    Gillies, S. L.; Janmaat, A.; Marsh, S. J.; Kanda, S.; Yakemchuk, A.; Peucker-Ehrenbrink, B.; Voss, B.

    2017-12-01

    Several streams in the Abbotsford region of the Fraser Valley, B.C., Canada, have been used as long term study sites for our ecology and geography courses. In collaboration with Woods Hole Oceanographic Institution we have been collecting water quality data from the Fraser River as part of the Global Rivers Observatory since 2009. The small stream sites are used for monitoring stream and river chemistry, physical characteristics, riparian influences, and using leaf litter bags to study decomposition rates and the macro-invertebrate community. In the introductory ecology course and the upper level independent freshwater ecology course, students conduct increasingly sophisticated experiments, such as: comparative stream chemistry and biological studies in one to several streams. These courses ladder into each other, students gain skills in the field and lab in their introductory course, such as preparing leaf litter bags, measuring dissolved phosphate and nitrate, and identifying invertebrates. In the introductory ecology course students begin applying statistics to their data and are encouraged to formulate their own hypothesis, and this is expanded upon in the upper level stream ecology course. In the upper level course, two to six students work as a team to conduct the field and laboratory studies, each student develops his/her own hypothesis and prepares a research report and poster. Students can analyze data collected for as long as 10 years from six different streams and the Fraser River. By investigating data from several years students are now able to observe trends.

  5. Use of clickers and sustainable reform in upper-division physics courses

    NASA Astrophysics Data System (ADS)

    Dubson, Michael

    2008-03-01

    At the University of Colorado at Boulder, successful reforms of our freshmen and sophomore-level physics courses are now being extended to upper-division courses, including Mechanics, Math Methods, QM, E&M, and Thermal Physics. Our course reforms include clicker questions (ConcepTests) in lecture, peer instruction, and an added emphasis on conceptual understanding and qualitative reasoning on homework assignments and exams. Student feedback has been strongly positive, and I will argue that such conceptual training improves rather than dilutes, traditional, computationally-intensive problem-solving skills. In order for these reforms to be sustainable, reform efforts must begin with department-wide consensus and agreed-upon measures of success. I will discuss the design of good clicker questions and effective incorporation into upper-level courses, including examples from materials science. Condensed matter physics, which by nature involve intelligent use of approximation, particularly lends itself to conceptual training. I will demonstrate the use of a clicker system (made by iClicker) with audience-participation questions. Come prepared to think and interact, rather than just sit there!

  6. Technology and Tasks for Bridging the Language-Content Gap: Teacher-Researcher Collaboration in a Third-Year Spanish Writing Course

    ERIC Educational Resources Information Center

    Gleason, Jesse

    2013-01-01

    Many scholars have noted the disjunction between language instruction at the lower- and upper levels of FL study (Byrnes, 2002; Kraemer, 2008; Lord, 2014; Maxim, 2005; Schultz, 2000; Swaffar & Arens, 2005). Whereas lower-division courses tend to focus primarily on learning grammatical patterns and the "four skills," upper-level…

  7. A Combined MIS/DS Course Uses Lecture Capture Technology to "Level the Playing Field" in Student Numeracy

    ERIC Educational Resources Information Center

    Popovich, Karen

    2012-01-01

    This paper describes the process taken to develop a quantitative-based and Excel™-driven course that combines "BOTH" Management Information Systems (MIS) and Decision Science (DS) modeling outcomes and lays the foundation for upper level quantitative courses such as operations management, finance and strategic management. In addition,…

  8. Comparing Student Reflectiveness in Online Discussion Forums across Modes of Instruction and Levels of Courses

    ERIC Educational Resources Information Center

    Chadha, Anita

    2017-01-01

    Fostering reflective deliberation in the online classroom ensures that students reach a high level of achievement in virtual courses. Student peer exchanges were evaluated on a collaborative web site structured around interactive weekly discussions offered across an online, face-to-face, and upper- and lower-division political science courses.…

  9. The Economics of Online Dating: A Course in Economic Modeling

    ERIC Educational Resources Information Center

    Monaco, Andrew J.

    2018-01-01

    The author discusses the development of a unique course, The Economics of Online Dating. The course is an upper-level undergraduate course that combines intensive discussion, peer review, and economic theory to teach modeling skills to undergraduates. The course uses the framework of "online dating," interpreted broadly, as a point of…

  10. Predictors of Placement in Lower Level versus Higher Level High School Mathematics

    ERIC Educational Resources Information Center

    Archbald, Doug; Farley-Ripple, Elizabeth N.

    2012-01-01

    Educators and researchers have long been interested in determinants of access to honors level and college prep courses in high school. Factors influencing access to upper level mathematics courses are particularly important because of the hierarchical and sequential nature of this subject and because students who finish high school with only lower…

  11. Cross Coursing in Mathematics: Physical Modelling in Differential Equations Crossing to Discrete Dynamical Systems

    ERIC Educational Resources Information Center

    Winkel, Brian

    2012-01-01

    We give an example of cross coursing in which a subject or approach in one course in undergraduate mathematics is used in a completely different course. This situation crosses falling body modelling in an upper level differential equations course into a modest discrete dynamical systems unit of a first-year mathematics course. (Contains 1 figure.)

  12. Digital Storytelling: A Tool for Identifying and Developing Cultural Competence with Preservice Teachers in an Introduction to Middle Level Education Course

    ERIC Educational Resources Information Center

    Ruppert, Nancy; Adcock, Lee T.; Crave, Jared

    2017-01-01

    Using five themes associated with a diversity intensive undergraduate course, preservice teachers in an upper level introduction to middle grade course described their knowledge of cultural competence using digital storytelling as the tool. Findings suggest digital storytelling provides a tool to explore and describe how cultural competence is…

  13. Using a Research-based Approach to Transform Upper-division Courses in Classical and Quantum Mechanics and E&M

    NASA Astrophysics Data System (ADS)

    Pollock, Steven

    2013-04-01

    At most universities, including the University of Colorado, upper-division physics courses are taught using a traditional lecture approach that does not make use of many of the instructional techniques that have been found to improve student learning at the introductory level. We are transforming several upper-division courses using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work at CU and elsewhere. In this talk I outline these transformations, including the development of faculty consensus learning goals, clicker questions, tutorials, modified homeworks, and more. We present evidence of the effectiveness of these transformations relative to traditional courses, based on student grades, interviews, and through research-based assessments of student conceptual mastery and student attitudes. Our results suggest that many of the tools that have been effective in introductory courses are effective for our majors, and that further research is warranted in the upper-division environment. (See www.colorado.edu/sei/departments/physics.htm for materials)

  14. Student performance on levels 1 and 2-CE of COMLEX-USA: do elective upper-level undergraduate science courses matter?

    PubMed

    Wong, Stanley K; Ramirez, Juan R; Helf, Scott C

    2009-11-01

    The effect of a variety of preadmission variables, including the number of elective preadmission upper-level science courses, on academic achievement is not well established. To investigate the relationship between number of preadmission variables and overall student academic achievement in osteopathic medical school. Academic records of osteopathic medical students in the 2008 and 2009 graduating classes of Western University of Health Sciences College of Osteopathic Medicine of the Pacific in Pomona, California, were analyzed. Multivariate linear regression analyses were performed to identify predictors of academic achievement based on Medical College Admission Test (MCAT) subscores, undergraduate grade point average (GPA), GPA in medical school basic science (preclinical GPA) and clinical clerkship (clinical GPA), and scores on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE). Records of 358 osteopathic medical students were evaluated. Analysis of beta coefficients suggested that undergraduate science GPA was the most important predictor of overall student academic achievement (P<.01). Biological sciences MCAT subscore was a more modest but still statistically significant predictor of preclinical GPA and COMLEX-USA Level 1 score (P<.01). Physical sciences MCAT subscore was also a statistically significant predictor of preclinical GPA, and verbal reasoning MCAT subscore was a statistically significant predictor of COMLEX-USA Level 2-CE score (both P<.01). Women had statistically significantly higher preclinical GPA and COMLEX-USA Level 2-CE scores than men (P<.05). Differences in some outcome variables were also associated with racial-ethnic background and age. Number of preadmission elective upper-level science courses taken by students before matriculation was not significantly correlated with any academic achievement variable. Although undergraduate science GPA and MCAT biological sciences subscore were significant predictors of overall academic achievement for osteopathic medical students, the number of elective upper-level science courses taken preadmission had no predictive value.

  15. Genomics and Bioinformatics in Undergraduate Curricula: Contexts for Hybrid Laboratory/Lecture Courses for Entering and Advanced Science Students

    ERIC Educational Resources Information Center

    Temple, Louise; Cresawn, Steven G.; Monroe, Jonathan D.

    2010-01-01

    Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to…

  16. A Course in Conversation as Cultural Practice

    ERIC Educational Resources Information Center

    Knutson, Elizabeth M.

    2010-01-01

    This paper describes an upper level foreign language course designed to enable students to "learn about conversation" as both a universal and culture-specific form of talk, and to "learn to converse" at an advanced level and in culturally appropriate ways with speakers of French from France and Francophone countries. Students…

  17. Exploring Transmedia: The Rip-Mix-Learn Classroom

    ERIC Educational Resources Information Center

    Benedict, Lucille A.; Champlin, David T.; Pence, Harry E.

    2013-01-01

    Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This "transmedia" approach assigned students to create sets of collaborative lecture notes into…

  18. Teaching "The Nuclear Predicament."

    ERIC Educational Resources Information Center

    Carman, Philip; Kneeshaw, Stephen

    1987-01-01

    Contends that courses on nuclear war must help students examine the political, social, religious, philosophical, economic, and moral assumptions which characterized the dilemma of nuclear armament/disarmament. Describes the upper level undergraduate course taught by the authors. (JDH)

  19. A Listener's Perspective: Using Communication Theory and Practice to Reframe Persuasion in the Communication Classroom

    ERIC Educational Resources Information Center

    Toon, Kellie L.; Wright, Courtney N.

    2013-01-01

    Social influence is presented throughout the communication curriculum, from the introductory public speaking course to upper-level courses devoted to communication theory and advanced study of persuasion. Within the progression of these courses, there is often a shift in emphasis from practice to theory. For example, the public speaking course is…

  20. Evaluation of English Results Course Books at Upper-Intermediate Level

    ERIC Educational Resources Information Center

    Haghi, Eshrat Bazarmaj

    2013-01-01

    The importance of the course books in language teaching leads the way to the evaluation of them. Evaluating the teaching materials specially course books can help teachers to understand more about language learning. The purpose of the present study is to evaluate English Results course books which are widely used at Iranian institutes. The focus…

  1. An Examination of the Outcomes of a Distance-Delivered Science Course.

    ERIC Educational Resources Information Center

    Schoenfeld-Tacher, Regina; McConnell, Sherry

    A comparative study was conducted to examine the effects of distance delivery on student performance in a science course. Academic outcomes and interactions were compared among students (n=44) enrolled in two sections of an upper level histology course taught over the course of a single semester by the same instructor. Eleven students took the…

  2. What Math Matters? Types of Mathematics Knowledge and Relationships to Methods Course Performance

    ERIC Educational Resources Information Center

    Kajander, Ann; Holm, Jennifer

    2016-01-01

    This study investigated the effect of a departmental focus on enhanced mathematics knowledge for teaching on overall performance in upper elementary mathematics methods courses. The study examined the effect of performance on a new course in mathematics for teaching on performance at the methods course level. In addition, the effect of performance…

  3. New Concepts in Agroecology: A Service-Learning Course

    ERIC Educational Resources Information Center

    Jordan, Nicholas R.; Andow, David A.; Mercer, Kristin L.

    2005-01-01

    We describe our pedagogical approaches and experiences with a novel course in agroecology (one semester, three credit-hours, for graduate students and upper level undergraduates). Our course responds to recent proposals that agroecology expand its disciplinary focus to include human factors as well as ecological factors, thus taking a more…

  4. Grade Expectations: Redux

    ERIC Educational Resources Information Center

    Miley, William M.; Gonsalves, Sonia

    2004-01-01

    We surveyed undergraduate students taking upper level psychology courses about their course and grade expectations as an extension of the work of Gaultney and Cann (2001) with introductory psychology students. More students believed success in a course was measured by good grades rather than by mastery of new material. They wanted effort to play a…

  5. On the Use of Chicks as Experimental Laboratory Subjects.

    ERIC Educational Resources Information Center

    Rowland, David L.; And Others

    1984-01-01

    Chickens, instead of rats, were used in an upper-level laboratory course on animal learning. To help other instructors interested in using chickens for a lab course, a discussion of the physical and behavioral characteristics of chickens is provided. Student reaction to the course is also discussed. (RM)

  6. A Course in Natural Science and National Security in the Nuclear Age.

    ERIC Educational Resources Information Center

    Blumberg, Avrom A.

    1983-01-01

    Topics and instructional strategies for an upper-level, problem-oriented science and society course at De Paul University are described. Objectives and grading procedures for "Problems in Modern Warfare, Arms Control, and Disarmament" are also described. Course syllabus, bibliography, and sample quizzes/examinations are available from…

  7. Teaching Comparative Local History: Upper Mississippi River Towns.

    ERIC Educational Resources Information Center

    Crozier, William L.

    Intended to engage students in a comparative look at local history in two upper Mississippi river towns (Winona, Minnesota and Dubuque, Iowa), this paper describes the computer-assisted component of an upper-level American Studies course. With emphasis on the 19th century, students examine the transition made by the United States from a…

  8. Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level

    NASA Astrophysics Data System (ADS)

    Chasteen, Stephanie V.; Pepper, Rachel E.; Caballero, Marcos D.; Pollock, Steven J.; Perkins, Katherine K.

    2012-12-01

    As part of an effort to systematically improve our junior-level E&M I course, we have developed a tool to assess student conceptual learning of electrostatics at the upper division. Together with a group of physics faculty, we established a list of learning goals for the course that, with results from student observations and interviews, served as a guide in creating the Colorado Upper-Division Electrostatics (CUE) assessment. The result is a 17-question open-ended post-test diagnostic (with an optional 7-question pretest) and an accompanying grading rubric. We present measures of the validation and reliability of the instrument and grading rubric, plus results from 535 students in both standard and interactive-engagement courses across seven institutions as a baseline for the instrument. Overall, we find that the CUE is a valid and reliable measure, and the data herein are intended to be of use to researchers and faculty interested in using the CUE to measure student learning.

  9. Homework, Motivation, and Academic Achievement in a College Genetics Course

    ERIC Educational Resources Information Center

    Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

    2015-01-01

    We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

  10. Health Literacy in College Students

    ERIC Educational Resources Information Center

    Ickes, Melinda J.; Cottrell, Randall

    2010-01-01

    Objective: The purpose of this study was to assess the health literacy levels, and the potential importance of healthy literacy, of college students. Participants: Courses were randomly selected from all upper level undergraduate courses at a large Research I university to obtain a sample size of N = 399. Methods: During the 2007-2008 school year,…

  11. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

    PubMed Central

    Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students’ perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest approach. Significant differences in students’ perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (posttest) of the course. Alignment between student perception and determined knowledge was significantly more accurate on the posttest compared with the pretest. Students whose determined knowledge was in the upper quartile had significantly better alignment between their perception and determined knowledge on the pre- and posttest than students in the lower quartile. No difference exists between how students perceived their knowledge between upper- and lower-quartile students. There was a significant difference in alignment of perception and determined knowledge between males and females on the posttest, with females being more accurate in their perception of knowledge. This study provides evidence of discrepancies that exist between what students perceive they know and what they actually know. PMID:26086662

  12. Combining Content and Elements of Communication into an Upper-Level Biochemistry Course

    ERIC Educational Resources Information Center

    Whittington, Carli P.; Pellock, Samuel J.; Cunningham, Rebecca L.; Cox, James R.

    2014-01-01

    This report describes how a science communication module was incorporated into an advanced biochemistry course. Elements of communication were taught synergistically with biochemistry content in this course in an effort to expose students to a variety of effective oral communication strategies. Students were trained to use these established…

  13. An Upper Level Laboratory Course of Integrated Experiments

    ERIC Educational Resources Information Center

    Rose, T. L.; Seyse, R. J.

    1974-01-01

    Discusses the development of a one-year laboratory course in an effort to provide a link between traditional laboratories devoted to a single area of chemistry and the total involvement of a single narrow research project. Included are outlines of 32-hour lectures and 11 experiments performed in the integrated course. (CC)

  14. Implementing and Evaluating a Chemistry Course in Chemical Ethics and Civic Responsibility

    ERIC Educational Resources Information Center

    McClure, Craig P.; Lucius, Aaron L.

    2010-01-01

    An upper-level undergraduate course that explores ethics in chemistry and the impact of chemical innovations on society has been developed. Goals of this course were to promote student recognition of ethical considerations in chemical innovations and chemical research and demonstrate the link between the application of chemical innovations and the…

  15. Actionable Data Projects: Social Science and Service-Learning in General Education Courses

    ERIC Educational Resources Information Center

    Maloyed, Christie L.

    2016-01-01

    The use of service-learning pedagogies in general education courses is often limited to increasing volunteerism or civic literacy with problem-based or research-based projects reserved for upper level courses. This article examines the implementation of an "actionable data" service-learning project in an introductory, general studies…

  16. Business Student Attitudes, Experience, and Satisfaction with Online Courses

    ERIC Educational Resources Information Center

    Kuzma, Ann; Kuzma, John; Thiewes, Harold

    2015-01-01

    The purpose of our study is to examine business students' perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses…

  17. A French Culture Course for Non-Language Majors.

    ERIC Educational Resources Information Center

    Savoie, Norman R.

    The traditional upper-level course in French civilization at Utah State University was abandoned in favor of a course entitled "France Today," taught once a year to a consistent enrollment of students majoring in a wide variety of disciplines. The content varies somewhat each year, but the class typically begins with several class…

  18. Examining Gender Inequality in a High School Engineering Course

    ERIC Educational Resources Information Center

    Riegle-Crumb, Catherine; Moore, Chelsea

    2013-01-01

    This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear…

  19. The Development and Application of Affective Assessment in an Upper-Level Cell Biology Course

    ERIC Educational Resources Information Center

    Kitchen, Elizabeth; Reeve, Suzanne; Bell, John D.; Sudweeks, Richard R.; Bradshaw, William S.

    2007-01-01

    This study exemplifies how faculty members can develop instruments to assess affective responses of students to the specific features of the courses they teach. Means for assessing three types of affective responses are demonstrated: (a) student attitudes towards courses with differing instructional objectives and methodologies, (b) student…

  20. Development of a Semester-Long, Inquiry-Based Laboratory Course in Upper-Level Biochemistry and Molecular Biology

    ERIC Educational Resources Information Center

    Murthy, Pushpalatha P. N.; Thompson, Martin; Hungwe, Kedmon

    2014-01-01

    A semester-long laboratory course was designed and implemented to familiarize students with modern biochemistry and molecular biology techniques. The designed format involved active student participation, evaluation of data, and critical thinking, and guided students to become independent researchers. The first part of the course focused on…

  1. Incidental Language Learning in Foreign Language Content Courses

    ERIC Educational Resources Information Center

    Rodgers, Daryl M.

    2015-01-01

    This study examined the extent to which 40 students enrolled in upper level foreign language literary/cultural studies content courses showed evidence of incidental language learning over the course of a semester. Students completed a cloze passage and provided both writing and speaking samples at the beginning and end of the semester. In…

  2. Incorporating Professional Service as a Component of General Chemistry Laboratory by Demonstrating Chemistry to Elementary Students

    ERIC Educational Resources Information Center

    Theall, Rachel A. Morgan; Bond, Marcus R.

    2013-01-01

    Formalized participation in professional service is not often part of the college experience, especially for first-year students in chemistry courses. When service opportunities are offered, they are most often through elective credit, upper-level courses, extracurricular clubs, and the rare service-learning courses. We have successfully…

  3. Replicating effective pedagogical approaches from introductory physics to improve student learning of quantum mechanics

    NASA Astrophysics Data System (ADS)

    Sayer, Ryan Thomas

    Upper-level undergraduate students entering a quantum mechanics (QM) course are in many ways similar to students entering an introductory physics course. Numerous studies have investigated the difficulties that novices face in introductory physics as well as the pedagogical approaches that are effective in helping them overcome those difficulties. My research focuses on replicating effective approaches and instructional strategies used in introductory physics courses to help advanced students in an upper-level QM course. I have investigated the use of Just-in-time Teaching (JiTT) and peer discussion involving clicker questions in an upper-level quantum mechanics course. The JiTT approach including peer discussions was effective in helping students overcome their difficulties and improve their understanding of QM concepts. Learning tools, such as a Quantum Interactive Learning Tutorial (QuILT) based on the Doubleslit Experiment (DSE) which I helped develop, have been successful in helping upper-level undergraduate students improve their understanding of QM. Many students have also demonstrated the ability to transfer knowledge from a QuILT based on the Mach-Zehnder interferometer while working on the DSE QuILT. In addition, I have been involved in implementing research-based activities during our semester-long professional development course for teaching assistants (TAs). In one intervention, TAs were asked to grade student solutions to introductory physics problems first using their choice of method, then again using a rubric designed to promote effective problem-solving approaches, then once more at the end of the semester using their choice of method. This intervention found that many TAs have ingrained beliefs about the purposes of grading which include placing the burden of proof on the instructor as well as a belief that grading cannot serve as a formative assessment. I also compared TAs grading practices and considerations when grading student solutions to QM problems versus when grading student solutions to introductory physics. Many TAs penalized students for not explicating the problem solving process more often in the QM context than in the introductory physics context. The implications of these interventions for promoting student learning in QM are discussed.

  4. A Capstone Course in Ecuador: The Andes/Galapagos Volcanology Field Camp Program

    ERIC Educational Resources Information Center

    Kelley, Daniel F.; Uzunlar, Nuri; Lisenbee, Alvis; Beate, Bernardo; Turner, Hope E.

    2017-01-01

    We developed and implemented the Galapagos Volcanology Field Camp, a 3 week, 3 credit hour course for upper-level university students with a major course of study in geology. The course is offered by the South Dakota School of Mines and Technology, is open to any student, and is usually populated by students from many universities across the U.S.…

  5. A team approach to an undergraduate interprofessional communication course.

    PubMed

    Doucet, Shelley; Buchanan, Judy; Cole, Tricia; McCoy, Carolyn

    2013-05-01

    Interprofessional communication is a team-taught upper-level undergraduate course for Nursing and Health Sciences students. In addition to teaching fundamental communication skills, this course weaves interprofessional competencies into weekly learning activities and assignments. The utilization of the principles and practices of team-based learning in the classroom enhances the attainment and practice of communication and interprofessional collaboration skills. Lessons learned from conducting informal course evaluations and delivering the course multiple times are presented.

  6. Civic Learning and Teaching as a Resource for Sexual Justice: An Undergraduate Religious Studies Course Module

    ERIC Educational Resources Information Center

    Vasko, Elisabeth T.

    2017-01-01

    Civic learning and teaching, a form of critical and democratically engaged pedagogy, is utilized in an upper-level undergraduate sexual ethics course to leverage public problem solving around the sexual violence on a mid-size Catholic collegiate campus. Through the course, students, faculty, staff, and community members work together to deepen…

  7. The Rise and Fall of a Required Interdisciplinary Course: Lessons Learned

    ERIC Educational Resources Information Center

    Goodman, Barbara E.; Huckfeldt, Vaughn E.

    2014-01-01

    In order to meet the South Dakota Board of Regents requirements for an upper level writing course with global perspective for all graduates, the administration at the University of South Dakota established an interdisciplinary course to be taken by all majors. Two faculty members from different disciplines were assigned to teach each section with…

  8. Teaching with the Case Study Method to Promote Active Learning in a Small Molecule Crystallography Course for Chemistry Students

    ERIC Educational Resources Information Center

    Campbell, Michael G.; Powers, Tamara M.; Zheng, Shao-Liang

    2016-01-01

    Implementing the case study method in a practical X-ray crystallography course designed for graduate or upper-level undergraduate chemistry students is described. Compared with a traditional lecture format, assigning small groups of students to examine literature case studies encourages more active engagement with the course material and…

  9. Whole Farm Nutrient Management: Capstone Course on Environmental Management of Dairy Farms

    ERIC Educational Resources Information Center

    Albrecht, Gregory L.; Ketterings, Quirine M.; Czymmek, Karl J.; van Amburgh, Michael E.; Fox, Danny G.

    2006-01-01

    Whole Farm Nutrient Management is an upper-level, undergraduate course offered through the Department of Animal Science (AS) and Department of Crop and Soil Sciences (CSS) at Cornell University. The course (AS/CSS 412) is designed for students interested in agricultural careers and aims to help them develop a working knowledge of agricultural…

  10. ``Physical Concepts in Cell Biology,'' an upper level interdisciplinary course in cell biophysics/mathematical biology

    NASA Astrophysics Data System (ADS)

    Vavylonis, Dimitrios

    2009-03-01

    I will describe my experience in developing an interdisciplinary biophysics course addressed to students at the upper undergraduate and graduate level, in collaboration with colleagues in physics and biology. The students had a background in physics, biology and engineering, and for many the course was their first exposure to interdisciplinary topics. The course did not depend on a formal knowledge of equilibrium statistical mechanics. Instead, the approach was based on dynamics. I used diffusion as a universal ``long time'' law to illustrate scaling concepts. The importance of statistics and proper counting of states/paths was introduced by calculating the maximum accuracy with which bacteria can measure the concentration of diffuse chemicals. The use of quantitative concepts and methods was introduced through specific biological examples, focusing on model organisms and extremes at the cell level. Examples included microtubule dynamic instability, the search and capture model, molecular motor cooperativity in muscle cells, mitotic spindle oscillations in C. elegans, polymerization forces and propulsion of pathogenic bacteria, Brownian ratchets, bacterial cell division and MinD oscillations.

  11. Environmental Regulation of Plant Gene Expression: An Rt-qPCR Laboratory Project for an Upper-Level Undergraduate Biochemistry or Molecular Biology Course

    ERIC Educational Resources Information Center

    Eickelberg, Garrett J.; Fisher, Alison J.

    2013-01-01

    We present a novel laboratory project employing "real-time" RT-qPCR to measure the effect of environment on the expression of the "FLOWERING LOCUS C" gene, a key regulator of floral timing in "Arabidopsis thaliana" plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate…

  12. The Effect of Peer Review on Information Literacy Outcomes in a Chemical Literature Course

    ERIC Educational Resources Information Center

    Zwicky, David A.; Hands, Michael D.

    2016-01-01

    This article describes the use of peer review in a writing project involving upper-level chemistry students in a chemical literature course, with the goal of improving student performance in meeting information literacy outcomes. Students were asked to find articles on a topic of their choice over the course of a semester and assemble the results…

  13. Cheap and Effective: The Impact of Student-Led Recitation Classes on Learning Outcomes in Introductory Economics

    ERIC Educational Resources Information Center

    Stock, Wendy A.; Ward, Kevin; Folsom, Justin; Borrenpohl, Teresa; Mumford, Sophie; Pershin, Zach; Carriere, Danielle; Smart, Heather

    2013-01-01

    The authors examine the impacts of enrollment in a voluntary one-credit recitation class for ECON 101 students, focusing on course grades, course retention, and outcomes in later economics courses. The recitation classes were taught by undergraduate peer leaders with experience in upper-level microeconomics. Instead of being paid, the peer leaders…

  14. English 3135: Visual Rhetoric

    ERIC Educational Resources Information Center

    Gatta, Oriana

    2013-01-01

    As an advanced rhetoric and composition doctoral student, I taught Engl 3135: Visual Rhetoric, a three-credit upper-level course offered by the Department of English at Georgia State University. Mary E. Hocks originally designed this course in 2000 to, in her words, "introduce visual information design theories and practices for writers [and]…

  15. Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course

    ERIC Educational Resources Information Center

    Alsardary, Salar; Pontiggia, Laura; Hamid, Mohammed; Blumberg, Phyllis

    2011-01-01

    This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam…

  16. Embodied Computation: An Active-Learning Approach to Mobile Robotics Education

    ERIC Educational Resources Information Center

    Riek, L. D.

    2013-01-01

    This paper describes a newly designed upper-level undergraduate and graduate course, Autonomous Mobile Robots. The course employs active, cooperative, problem-based learning and is grounded in the fundamental computational problems in mobile robotics defined by Dudek and Jenkin. Students receive a broad survey of robotics through lectures, weekly…

  17. Aristotelian Rhetorical Theory as a Framework for Teaching Scientific and Technical Communication.

    ERIC Educational Resources Information Center

    Newman, Sara

    1999-01-01

    Describes an upper level rhetorical theory course for Scientific and Technical Communication majors (developed and taught by the author) that is grounded in Aristotle's "On Rhetoric" and in his understanding that effective communication is a systematic "tekhne"/art. Describes how the course uses Aristotle's work as a…

  18. Roles for Technology in Collaborative Teaching.

    ERIC Educational Resources Information Center

    Bonvallet, Susan; De Luce, Judith

    2001-01-01

    Describes a collaborative upper level Latin literature course taught at a secondary school and a university that used a variety of technologies, including a MOO and e-mail. The design of this course on Plautus'"Aulularia" is discussed, including objectives, learning goals, and collaborative assignments. Argues that informed use of technology can…

  19. Does Video-Autotutorial Instruction Improve College Student Achievement?

    ERIC Educational Resources Information Center

    Fisher, K. M.; And Others

    1977-01-01

    Compares student achievement in an upper-division college introductory course taught by the video-autotutorial method with that in two comparable courses taught by the lecture-discussion method. Pre-post tests of 623 students reveal that video-autotutorial students outperform lecture/discussion participants at all ability levels and that in…

  20. What We Don't Test: What an Analysis of Unreleased ACS Exam Items Reveals about Content Coverage in General Chemistry Assessments

    ERIC Educational Resources Information Center

    Reed, Jessica J.; Villafan~e, Sachel M.; Raker, Jeffrey R.; Holme, Thomas A.; Murphy, Kristen L.

    2017-01-01

    General chemistry courses are often the foundation for the study of other science disciplines and upper-level chemistry concepts. Students who take introductory chemistry courses are more often from health and science-related fields than chemistry. As such, the content taught and assessed in general chemistry courses is envisioned as building…

  1. Assessing Student Reasoning in Upper-Division Electricity and Magnetism at Oregon State University

    ERIC Educational Resources Information Center

    Zwolak, Justyna P.; Manogue, Corinne A.

    2015-01-01

    Standardized assessment tests that allow researchers to compare the performance of students under various curricula are highly desirable. There are several research-based conceptual tests that serve as instruments to assess and identify students' difficulties in lower-division courses. At the upper-division level assessing students' difficulties…

  2. Upper Secondary School Students' Choice and Their Ideas on How to Improve Chemistry Education

    ERIC Educational Resources Information Center

    Broman, Karolina; Simon, Shirley

    2015-01-01

    In Sweden, there is concern about fewer students taking chemistry courses in higher education, especially at university level. Using a survey, this study investigates the reasons upper secondary school chemistry students choose to follow the Swedish Natural Science Programme. In addition, students' views about their chemistry education are sought…

  3. Site Simulation in Teaching Archaeology: A Hands On Approach.

    ERIC Educational Resources Information Center

    Rice, Patricia C.

    An indoor simulated archaeology site for use in a college level introductory archaeology course is described. Housed in the basement of a building on campus, the site simulates an eight-layered French rock shelter. Layers contain "remains" of a microband of Neanderthals, a Lower and Upper Aurignacian group, an Upper Perigordian group, Magdalenian…

  4. Assessment and comparison of student engagement in a variety of physiology courses.

    PubMed

    Hopper, Mari K

    2016-03-01

    Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including 100-level Anatomy and Physiology 1, 300-level Animal Physiology, 400-level Advanced Physiology, and 500-level Medical Physiology courses. The results indicated that SENG did not vary consistently by course level, format, or curriculum. The highest levels of SENG were found in the Advanced Physiology course, which included SENG as a primary objective of the course. Physiology student SENG scores were compared with National Survey of Student Engagement (NSSE) scores. The results demonstrated that physiology students enrolled in the Anatomy and Physiology 1 course reported lower levels of SENG than first-year students that completed the NSSE. Students enrolled in the Advanced Physiology course reported higher levels of SENG than fourth-year students that completed the NSSE. Assessment of SENG offers insights as to how engaged students are, identifies where efforts may best be applied to enhance SENG, and provides a baseline measure for future comparisons after targeted course modifications. Copyright © 2016 The American Physiological Society.

  5. Aligning Best Practices to Develop Targeted Critical Thinking Skills and Habits

    ERIC Educational Resources Information Center

    Heft, Ilea E.; Scharff, Lauren F. V.

    2017-01-01

    This project evaluated the effectiveness of a course design within an upper-level biology course that incorporated what prior scholarship of teaching and learning (SoTL) research has suggested to be best practices for developing critical thinking skills while also managing the grading load on the instructor. These efforts centered on the…

  6. In Praise of the Catenary

    ERIC Educational Resources Information Center

    Behroozi, F.

    2018-01-01

    When a chain hangs loosely from its end points, it takes the familiar form known as the catenary. Power lines, clothes lines, and chain links are familiar examples of the catenary in everyday life. Nevertheless, the subject is conspicuously absent from current introductory physics and calculus courses. Even in upper-level physics and math courses,…

  7. The Research Proposal in Biomechanical and Biological Engineering Courses

    ERIC Educational Resources Information Center

    Harrison, Roger G.; Nollert, Matthias U.; Schmidtke, David W.; Sikavitsas, Vassilios I.

    2006-01-01

    Students in four biochemical and biological engineering courses for upper-­level undergraduates and graduate students were required to write a research proposal. Breaking the requirements down into segments (such as a summary with specific aims, rough draft, and final draft) due on different dates helped make the assignment more manageable for the…

  8. On the Use of Writing Assignments in Intermediate Microeconomic Theory

    ERIC Educational Resources Information Center

    O'Neill, Patrick B.

    2009-01-01

    A typical writing assignment in upper level required courses is a term paper. However many economics majors, particularly those in business schools, need to develop skill at writing shorter pieces. In this paper I describe numerous examples of shorter writing assignments that I have incorporated into an Intermediate Microeconomic Theory course.…

  9. Do No Harm--A Comparison of the Effects of On-Line vs. Traditional Delivery Media on a Science Course.

    ERIC Educational Resources Information Center

    Schoenfeld-Tacher, Regina; McConnell, Sherry; Graham, Michele

    2001-01-01

    Presents the results of a study examining the effects of distance delivery on student performance and classroom interactions in an upper level Histology course. Finds that students in an on-line group significantly out-perform their peers in an on-campus section. (Author/MM)

  10. A Survey of Knowledge Management Skills Acquisition in an Online Team-Based Distributed Computing Course

    ERIC Educational Resources Information Center

    Thomas, Jennifer D. E.

    2007-01-01

    This paper investigates students' perceptions of their acquisition of knowledge management skills, namely thinking and team-building skills, resulting from the integration of various resources and technologies into an entirely team-based, online upper level distributed computing (DC) information systems (IS) course. Results seem to indicate that…

  11. Active Learning in a Finnish Engineering University Course

    ERIC Educational Resources Information Center

    Larson, Debra; Ahonen, Anna-Maija

    2004-01-01

    This paper is a case study on the use of active learning techniques in an upper-level engineering course at the Helsinki University of Technology. The paper describes how these techniques were introduced and successfully used within the Finnish university classroom. The cultural subtext is explored and attention is given to teaching techniques…

  12. Designing a Problem-Based Learning Environment for ESL Students in Business Communication.

    ERIC Educational Resources Information Center

    Allen, Roberta; Rooney, Pam

    1998-01-01

    Describes a problem-based course structure (that focuses on problem solving, critical thinking, and team skills) for an upper-level business writing course that allows both English-as-a-Second-Language (ESL) and Native English-speaking students the opportunity to improve communication abilities in cross-cultural work groups. Discusses cooperative…

  13. Revisiting Virtual Field Trips: Perspectives of College Science Instructors

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2015-01-01

    Field trips are an important component of upper undergraduate and graduate-level science courses, especially in the fields of biology, geoscience, and environmental science. Field trips can provide a new perspective to a course's content and quality. Science field trips can facilitate active student learning, yet often can be constrained by time,…

  14. Landscaping Habitat for Humanity Homes: A Community Outreach Project

    ERIC Educational Resources Information Center

    Ramsay, Jodie L.

    2008-01-01

    The purpose of this project is to incorporate a community service component into a Biology course at Northern State University (NSU) in Aberdeen, SD. Students in an upper-level botany course (Plant Structure and Function) provide landscaping services to homeowners who have purchased homes through Habitat for Humanity. Homeowner satisfaction with…

  15. Supporting Upper-Level Undergraduate Students in Building a Systems Perspective in a Botany Course

    ERIC Educational Resources Information Center

    Zangori, Laura; Koontz, Jason A.

    2017-01-01

    Undergraduate biology majors require biological literacy about the critical and dynamic relationships between plants and ecosystems and the effect human-made processes have on these systems. To support students in understanding systems relationships, we redesigned an undergraduate botany course using an ecological framework and embedded systems…

  16. Creating a Learner-Centered Teaching Environment Using Student Choice in Assignments

    ERIC Educational Resources Information Center

    Hanewicz, Cheryl; Platt, Angela; Arendt, Anne

    2017-01-01

    Learner-centered teaching (LCT) has been found to be a more effective pedagogy for online students, as traditional teaching methods do not work well in online courses. Professors in an upper-level technology management class revised their online introductory course to incorporate cafeteria-style grading. This LCT approach allowed students to…

  17. Toward a Taxonomy of Errors in Iranian EFL Learners' Basic-Level Writing

    ERIC Educational Resources Information Center

    Salmani Nodoushan, Mohammad Ali

    2018-01-01

    This study attempted at classifying common errors found in the written performance of lower- and upper-intermediate Iranian EFL learners. It engaged a rich corpus of EFL writing samples collected over a course of 20 years (between 1992 and 2011) from lower- and upper-intermediate EFL learners studying at various Iranian universities to provide a…

  18. Introduction to the Transference of High Technology Systems. An Intercultural Approach.

    ERIC Educational Resources Information Center

    Norton, Kent; And Others

    A training program for upper-middle to upper-level managers of a company in Iran uses the lecture/seminar approach. The goals of the course are to develop insights into problem areas connected with the development of a pragmatic intercultural management model, and to introduce approaches and prerequisites for modern management. The 10 lectures…

  19. Upper-Division Transfer Students: Designing a Supplemental Instruction Program for Nursing Students within a Science Based Curriculum

    ERIC Educational Resources Information Center

    Clark, Karen M.; May, Isabell Cserno

    2015-01-01

    The transition to upper-level course work of transferring students, predominantly students from 2-year/community colleges, has been explored in recent education research literature. Yet, it has not been sufficiently explored whether and what academic support programs could be successful in supporting transfer students with the transfer process.…

  20. New tools for investigating student learning in upper-division electrostatics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.

    Student learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help to overcome these struggles. To facilitate the course transformation process for one specific content area --- upper-division electrostatics --- this thesis presents two new methodological tools: (1) an analytical framework designed to investigate students' struggles with the advanced physics content and mathematically sophisticated tools/techniques required at the junior and senior level, and (2) a new multiple-response conceptual assessment designed to measure student learning and assess the effectiveness of different curricular approaches. We first describe the development and theoretical grounding of a new analytical framework designed to characterize how students use mathematical tools and techniques during physics problem solving. We apply this framework to investigate student difficulties with three specific mathematical tools used in upper-division electrostatics: multivariable integration in the context of Coulomb's law, the Dirac delta function in the context of expressing volume charge densities, and separation of variables as a technique to solve Laplace's equation. We find a number of common themes in students' difficulties around these mathematical tools including: recognizing when a particular mathematical tool is appropriate for a given physics problem, mapping between the specific physical context and the formal mathematical structures, and reflecting spontaneously on the solution to a physics problem to gain physical insight or ensure consistency with expected results. We then describe the development of a novel, multiple-response version of an existing conceptual assessment in upper-division electrostatics courses. The goal of this new version is to provide an easily-graded electrostatics assessment that can potentially be implemented to investigate student learning on a large scale. We show that student performance on the new multiple-response version exhibits a significant degree of consistency with performance on the free-response version, and that it continues to provide significant insight into student reasoning and student difficulties. Moreover, we demonstrate that the new assessment is both valid and reliable using data from upper-division physics students at multiple institutions. Overall, the work described in this thesis represents a significant contribution to the methodological tools available to researchers and instructors interested in improving student learning at the upper-division level.

  1. Transforming the junior level: Outcomes from instruction and research in E&M

    NASA Astrophysics Data System (ADS)

    Chasteen, Stephanie V.; Pollock, Steven J.; Pepper, Rachel E.; Perkins, Katherine K.

    2012-12-01

    Over the course of four years, we have researched and transformed a key course in the career of an undergraduate physics major—junior-level electricity and magnetism. With the aim of educating our majors based on a more complete understanding of the cognitive and conceptual challenges of upper-division courses, we used principles of active engagement and learning theory to develop course materials and conceptual assessments. Our research results from student and faculty interviews and observations also informed our approach. We present several measures of the outcomes of this work at the University of Colorado at Boulder and external institutions. Students in the transformed courses achieved higher learning gains compared to those in the traditionally taught courses, particularly in the areas of conceptual understanding and ability to articulate their reasoning about a problem. The course transformations appear to close a gender gap, improving female students’ scores on conceptual and traditional assessments so that they are more similar to those of male students. Students enthusiastically support the transformations, and indicate that several course elements provide useful scaffolding in conceptual understanding, as well as physicists’ “habits of mind” such as problem-solving approaches and work habits. Despite these positive outcomes, student conceptual learning gains do not fully meet faculty expectations, suggesting that it is valuable to further investigate how the content and skills indicative of “thinking like a physicist” can be most usefully taught at the upper division.

  2. Towards a Sustainable Approach to Nanotechnology by Integrating Life Cycle Assessment into the Undergraduate Engineering Curriculum

    ERIC Educational Resources Information Center

    Kopelevich, Dmitry I.; Ziegler, Kirk J.; Lindner, Angela S.; Bonzongo, Jean-Claude J.

    2012-01-01

    Because rapid growth of nanotechnology is expected to lead to intentional and non-intentional releases, future engineers will need to minimize negative environmental and health impacts of nanomaterials. We developed two upper-level undergraduate courses centered on life-cycle assessment of nanomaterials. The first part of the course sequence…

  3. Assessment and Comparison of Student Engagement in a Variety of Physiology Courses

    ERIC Educational Resources Information Center

    Hopper, Mari K.

    2016-01-01

    Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including…

  4. Attitudes of the Preparatory Class Students towards the Writing Course and Their Attitude-Success Relationship in Writing

    ERIC Educational Resources Information Center

    Paker, Turan; Erarslan, Ali

    2015-01-01

    This study aims to explore the attitudes of Turkish EFL students towards the writing course at university and to investigate the relationship between students' attitudes and their overall proficiency in writing. The participants were 782 students from various departments in the pre-intermediate, intermediate and upper-intermediate levels in a…

  5. Emergency Management Students' Perceptions of the Use of WebEOC[R] to Support Authentic Learning

    ERIC Educational Resources Information Center

    Johnson, Thomas

    2012-01-01

    This study investigates the use of software technology that is used by emergency management professionals to create an authentic learning environment in emergency and disaster management courses in the classroom. Participants were 235 upper-level students enrolled in residential and online emergency and disaster management courses at a mid-sized…

  6. Pupils' Thinking and Course Requirements in Science Teaching (EKNA). Newsletter School Research.

    ERIC Educational Resources Information Center

    Andersson, Bjorn; And Others

    The ENKA Project is concerned with two major problem areas: the conceptions of physical and chemical phenomena, central to an upper level course, held by compulsory school pupils (grades 7-9) and the implications from descriptions of pupils' conceptions and ways of reasoning for current teaching practice. To determine conceptions held, pupils were…

  7. The Structure of Discussions in an Online Communication Course: What Do Students Find Most Effective?

    ERIC Educational Resources Information Center

    Jacobi, Laura

    2017-01-01

    The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the asynchronous discussions were structured in an upper level online organizational communication course. Surveys from 27 student participants were used, with questions focused upon the structure of discussions in the online…

  8. Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science

    ERIC Educational Resources Information Center

    Flener-Lovitt, Charity

    2014-01-01

    A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…

  9. Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom

    ERIC Educational Resources Information Center

    Gross, David; Pietri, Evava S.; Anderson, Gordon; Moyano-Camihort, Karin; Graham, Mark J.

    2015-01-01

    Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as…

  10. Opportunities for Learning LEAP Essential Learning Outcomes: A Classroom Ethnography of an Undergraduate Shakespeare through Performance Course

    ERIC Educational Resources Information Center

    Went, Jeanine Belcastro

    2016-01-01

    The purpose of this classroom ethnography was to explore what opportunities for learning, aligning with LEAP Essential Learning Outcomes (ELO) categories, could be found in an upper-level theatre course for theatre majors at a small, selective, baccalaureate degree granting institution in the Northeastern United States. Using ethnographic data…

  11. The Trifecta Approach and More: Student Perspectives on Strategies for Successful Online Lectures

    ERIC Educational Resources Information Center

    Jacobi, Laura

    2016-01-01

    The purpose of this study was to explore the perspectives of students regarding what was effective about the way in which the online lectures were structured in an upper level online organizational communication course. Student evaluations from 27 students were used, with questions focused upon the structure of lectures in the online course as…

  12. Chem Ed Compacts.

    ERIC Educational Resources Information Center

    Wolf, Walter A., Ed.

    1980-01-01

    Presents three reports: a description for an upper-level course in protein chemistry; a technique for generating many unique unknowns for the determination of molecular weight by viscosity; and an analogy for quantization of energy levels in which molecules are considered as books in a library. (CS)

  13. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course.

    PubMed

    Ziegler, Brittany; Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students' perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest approach. Significant differences in students' perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (posttest) of the course. Alignment between student perception and determined knowledge was significantly more accurate on the posttest compared with the pretest. Students whose determined knowledge was in the upper quartile had significantly better alignment between their perception and determined knowledge on the pre- and posttest than students in the lower quartile. No difference exists between how students perceived their knowledge between upper- and lower-quartile students. There was a significant difference in alignment of perception and determined knowledge between males and females on the posttest, with females being more accurate in their perception of knowledge. This study provides evidence of discrepancies that exist between what students perceive they know and what they actually know. © 2014 B. Ziegler and L. Montplaisir. CBE—Life Sciences Education © 2014 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).

  14. Improving students' understanding of quantum mechanics

    NASA Astrophysics Data System (ADS)

    Zhu, Guangtian

    2011-12-01

    Learning physics is challenging at all levels. Students' difficulties in the introductory level physics courses have been widely studied and many instructional strategies have been developed to help students learn introductory physics. However, research shows that there is a large diversity in students' preparation and skills in the upper-level physics courses and it is necessary to provide scaffolding support to help students learn advanced physics. This thesis explores issues related to students' common difficulties in learning upper-level undergraduate quantum mechanics and how these difficulties can be reduced by research-based learning tutorials and peer instruction tools. We investigated students' difficulties in learning quantum mechanics by administering written tests and surveys to many classes and conducting individual interviews with a subset of students. Based on these investigations, we developed Quantum Interactive Learning Tutorials (QuILTs) and peer instruction tools to help students build a hierarchical knowledge structure of quantum mechanics through a guided approach. Preliminary assessments indicate that students' understanding of quantum mechanics is improved after using the research-based learning tools in the junior-senior level quantum mechanics courses. We also designed a standardized conceptual survey that can help instructors better probe students' understanding of quantum mechanics concepts in one spatial dimension. The validity and reliability of this quantum mechanics survey is discussed.

  15. The Effectiveness of "Pencasts" in Physics Courses

    NASA Astrophysics Data System (ADS)

    Weliweriya, Nandana; Sayre, Eleanor C.; Zollman, Dean A.

    2018-03-01

    Pencasts are videos of problem solving with narration by the problem solver. Pedagogically, students can create pencasts to illustrate their own problem solving to the instructor or to their peers. Pencasts have implications for teaching at multiple levels from elementary grades through university courses. In this article, we describe the use of pencasts in a university-level upper-division electromagnetic fields course usually taken by junior and senior physics majors. For each homework assignment, students created and submitted pencasts of ordinary problems several days before the problem set was due. We compare students' performance in the class (grades for pencast submission excluded) with the pencast submission rate. Students who submitted more pencasts tend to do better in the course. We conclude with some practical suggestions for implementing pencasts in other courses.

  16. Investigating Undergraduates’ Perceptions of Science in Courses Taught Using the CREATE Strategy †

    PubMed Central

    Hoskins, Sally G.; Gottesman, Alan J.

    2018-01-01

    Many science educators agree that 21st century students need to develop mature scientific thinking skills. Unsurprisingly, students’ and experts’ perceptions about the nature of scientific knowledge differ. Moreover, students’ naïve and entrenched epistemologies can preclude their development toward “thinking like scientists.” Novel teaching approaches that guide students toward more mature perceptions may be needed to support their development of scientific thinking skills. To address such issues, physics educators developed the Colorado Learning Attitudes About Science Survey (CLASS), subsequently adapted for chemistry and biology. These surveys are “designed to compare novice and expert perceptions about the content and structure of a specific discipline; the source of knowledge about that discipline, including connection of the discipline to the real world; and problem-solving approaches” (Semsar et al., CBE Life Sci. Educ. 10:268–278; p 269). We used CLASS-Bio to track students’ perceptions of science in separate first-year and upper-level CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment) electives, hypothesizing that perceptions would become significantly more expert-like across a semester. Both first-year and upper-level cohorts made significant expert-like shifts. Students also made significant critical thinking gains in CREATE courses. Our findings of more mature, expert-like perceptions of science post-course contrast with those of previous studies, where students’ thinking became significantly less expert-like across a term of introductory instruction and changed little in upper-level biology electives. Augmenting traditional biology curricula with CREATE courses could be an economical way to help undergraduates develop more mature views of science. PMID:29904553

  17. Personality's Top 40: An Assignment to Motivate Students to Apply Personality Concepts to Their Favorite Songs

    ERIC Educational Resources Information Center

    Wesselmann, Eric D.; Kassner, Matthew P.; Graziano, William G.

    2016-01-01

    We created an activity in an upper-level personality psychology course in which interested students created an "entry" for a contest in which they chose a popular song that illustrated a course concept. The class evaluated these entries and voted on their favorites in a tournament-style bracket system; winners received extra credit.…

  18. To Slideware or Not to Slideware: Students' Experiences with PowerPoint vs. Lecture

    ERIC Educational Resources Information Center

    Amare, Nicole

    2006-01-01

    This study analyzes the performance and attitudes of technical writing students in PowerPoint-enhanced and in non-PowerPoint lectures. Four classes of upper-level undergraduates (n = 84) at a mid-sized, Southern university taking a one-semester technical writing course were surveyed at the beginning and end of the course about their perceptions of…

  19. Transforming Undergraduate Students into Junior Researchers: Oxidation-Reduction Sequence as a Problem-Based Case Study

    ERIC Educational Resources Information Center

    Saloranta, Tiina; Lo¨nnqvist, Jan-Erik; Eklund, Patrik C.

    2016-01-01

    In our upper-level undergraduate laboratory course in organic chemistry we focus on a research-oriented task in a context-based and problem-based learning approach. The course starts with a preliminary training period where the students learn how to safely and independently perform synthesis and purification procedures and to operate the most…

  20. The Challenges of Using the WebCAPE Placement Exam in an Advanced Spanish Grammar Class

    ERIC Educational Resources Information Center

    Turner, Robert L., III

    2017-01-01

    This study attempts to ascertain if the WebCAPE placement exam can be used to measure improvement in an upper division grammar course. The WebCAPE online placement exam is a widely used instrument designed to help university language programs place students into the basic language course best corresponding to their proficiency level. This is done…

  1. Teaching information literacy skills to sophomore-level biology majors.

    PubMed

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-05-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.

  2. Teaching Information Literacy Skills to Sophomore-Level Biology Majors

    PubMed Central

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-01-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  3. Advanced Organic Chemistry: Reactions and Mechanisms (by Bernard Miller)

    NASA Astrophysics Data System (ADS)

    Berger, Daniel

    1998-12-01

    Prentice Hall: Upper Saddle River, NJ, 1998. 338 pp, index. ISBN 0-13-373275-4. $59.00. Recently several short texts on intermediate organic chemistry have been published, intended for use in one-term courses for advanced undergraduates and for graduate students who need more background before taking a graduate-level course. These books fill a need not fully met by graduate-level texts such as Lowry and Richardson's Mechanism and Theory in Organic Chemistry or Carey and Sundberg's Advanced Organic Chemistry.

  4. Investigative cases and student outcomes in an upper-division cell and molecular biology laboratory course at a minority-serving institution.

    PubMed

    Knight, Jonathan D; Fulop, Rebecca M; Márquez-Magaña, Leticia; Tanner, Kimberly D

    2008-01-01

    Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

  5. Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

    PubMed Central

    Fulop, Rebecca M.; Márquez-Magaña, Leticia; Tanner, Kimberly D.

    2008-01-01

    Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings. PMID:19047425

  6. Environmental regulation of plant gene expression: an RT-qPCR laboratory project for an upper-level undergraduate biochemistry or molecular biology course.

    PubMed

    Eickelberg, Garrett J; Fisher, Alison J

    2013-01-01

    We present a novel laboratory project employing "real-time" RT-qPCR to measure the effect of environment on the expression of the FLOWERING LOCUS C gene, a key regulator of floral timing in Arabidopsis thaliana plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate students in biochemistry or molecular biology courses. The project provides students with hands-on experience with RT-qPCR, the current "gold standard" for gene expression analysis, including detailed data analysis using the common 2-ΔΔCT method. Moreover, it provides a convenient starting point for many inquiry-driven projects addressing diverse questions concerning ecological biochemistry, naturally occurring genetic variation, developmental biology, and the regulation of gene expression in nature. Copyright © 2013 Wiley Periodicals, Inc.

  7. Student Perception of Traditional versus Alternative Textbook Value

    ERIC Educational Resources Information Center

    Kuzma, Ann; Kuzma, John; Thiewes, Harold

    2013-01-01

    In today's environment of rising tuition and textbook costs, we surveyed business majors concerning their preferences regarding various text options that are available for their academic studies. Specifically, we surveyed 329 students enrolled in upper-level business courses at a mid-level Association to Advance Collegiate Schools of Business…

  8. The Relationship between Upper-Level Math Course Completion and ACT Math Sub Score Achievement

    ERIC Educational Resources Information Center

    Dial, Larry Michael

    2016-01-01

    More high school students are taking the ACT and more students are taking it at an earlier age. States such as Missouri are now testing all public and charter school students during their junior year to use the ACT as a formative assessment to drive discussions about student schedules, plans of study, and course offerings. With more data from more…

  9. Linked Psychology and Writing Courses across the Curriculum

    ERIC Educational Resources Information Center

    Cargill, Kima; Kalikoff, Beth

    2007-01-01

    To enhance student performance, prevent attrition, and build a learning community, two courses were linked together by requiring concurrent enrollment. "Writing Effectively," an upper-division composition course, was linked with "Abnormal Psychology," an upper-division clinical psychology course, requiring concurrent enrollment in both. In short,…

  10. Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

    NASA Astrophysics Data System (ADS)

    Haseltine, Jessica

    2006-10-01

    A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

  11. Nanofabrication and Electrochemical Characterization of Self- Assembled Monolayers Sandwiched between Metal Nanoparticles and Electrode Surfaces

    ERIC Educational Resources Information Center

    Cea, Pilar; Martín, Santiago; Gonza´lez-Orive, Alejandro; Osorio, Henrry M.; Quintín, Pablo; Herrer, Lucía

    2016-01-01

    Nanoscience and nanotechnology have reached the syllabi of many upper-division undergraduate and master level courses all over the world. There is therefore a growing need for practical exercises that illustrate the fabrication, characterization, properties, and applications of nanomaterials. Here we describe an advanced-level laboratory…

  12. Why Aren't More Minorities Taking Advanced Math?

    ERIC Educational Resources Information Center

    Walker, Erica N.

    2007-01-01

    Black and Latino students are still underepresented in upper-level math classes in the United States, a fact which has serious implications for their academic achievement and futures. Walker provides six suggestions for how educators can encourage more black and Latino students to successfully take higher level math courses: (1) Expand our…

  13. Simulations Build Efficacy: Empirical Results from a Four-Week Congressional Simulation

    ERIC Educational Resources Information Center

    Mariani, Mack; Glenn, Brian J.

    2014-01-01

    This article describes a four-week congressional committee simulation implemented in upper level courses on Congress and the Legislative process at two liberal arts colleges. We find that the students participating in the simulation possessed high levels of political knowledge and confidence in their political skills prior to the simulation. An…

  14. The Spatial Thinking Workbook: A Research-Validated Spatial Skills Curriculum for Geology Majors

    ERIC Educational Resources Information Center

    Ormand, Carol J.; Shipley, Thomas F.; Tikoff, Basil; Dutrow, Barbara; Goodwin, Laurel B.; Hickson, Thomas; Atit, Kinnari; Gagnier, Kristin; Resnick, Ilyse

    2017-01-01

    Spatial visualization is an essential prerequisite for understanding geological features at all scales, such as the atomic structures of minerals, the geometry of a complex fault system, or the architecture of sedimentary deposits. Undergraduate geoscience majors bring a range of spatial skill levels to upper-level courses. Fortunately, spatial…

  15. SoSTI Course: An Elective Science Course for Thai Upper Secondary School Non-Science Students

    ERIC Educational Resources Information Center

    Pruekpramool, Chaninan; Phonphok, Nason; White, Orvil L.; Musikul, Kusalin

    2013-01-01

    This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and…

  16. In Praise of the Catenary

    NASA Astrophysics Data System (ADS)

    Behroozi, F.

    2018-04-01

    When a chain hangs loosely from its end points, it takes the familiar form known as the catenary. Power lines, clothes lines, and chain links are familiar examples of the catenary in everyday life. Nevertheless, the subject is conspicuously absent from current introductory physics and calculus courses. Even in upper-level physics and math courses, the catenary equation is usually introduced as an example of hyperbolic functions or discussed as an application of the calculus of variations. We present a new derivation of the catenary equation that is suitable for introductory physics and mathematics courses.

  17. Human Resources in the Library System. Course 2, Leader's Handbook, Part 2: Aids (Volume 2). Final Report, Phase 2, Post-Master's Education for Middle and Upper-Level Personnel in Libraries and Information Centers.

    ERIC Educational Resources Information Center

    Goodman, Charles H.; Stone, Elizabeth W.

    The aids to be used in a course designed for the continuing education of professional librarians on human resources in the library have been compiled in two volumes. The second of these contains films, cassettes, games, and readings. The film section has a list of films in the order that they are to be used in the course, as well as a directory of…

  18. The Place of Rock and Mineral Identification in Geoscience Programs

    NASA Astrophysics Data System (ADS)

    Nicholls, J.

    2011-12-01

    Geoscience programs traditionally required a significant amount of class and laboratory time for students to learn to identify Earth materials: minerals, rocks, soils, and fossils. Two decades ago, courses devoted to the mineral sciences, mineralogy and petrology, constituted approximately 20% of a geoscience program. Today, they make up between 5% and 10% of the courses in such a program. Two decades ago students spent their laboratory time learning to identify Earth materials. Today, they do the same thing, even though the time set aside for students to achieve proficiency is limited. A typical learning objective for a geoscience program reads: Identify common Earth materials and interpret their composition, origin and uses. The three underlined words convey the essence of the objective: We ask students to identify and interpret common Earth materials, which begs the questions: Do the common Earth materials provide adequate information for interpreting the composition, origin, and use of Earth materials? Do modern curricula contain enough laboratory time for students to learn to identify Earth materials? Do all geoscientists need to be able to identify Earth materials? The assemblage kyanite plus sillimanite is crucial for interpreting metamorphic history yet they are not common minerals. The IUGS classification contains 179 rock names yet we expect students to identify only a handful of them. The upper mantle is dominated by peridotite yet do geophysicists need to be able to identify peridotite in order to study the upper mantle? All geoscientists should be able to interpret Earth materials, at least at some level, and deduce the information Earth materials provide about Earth history and processes. Only a subset of geoscientists needs to learn how to identify them. Identification skills can be learned in upper level courses designed for those who will become mineral scientists. Many of the interpretations derived from Earth materials can be learned in the lower level courses required of all geoscience students.

  19. Equivalency of general biology (for majors) across a state-system

    NASA Astrophysics Data System (ADS)

    Regier, Kimberly Fayette

    General biology courses (for majors) are often transferred from one institution to another. These courses must prepare students for upper division courses in biology. A survey of U.S. college biology faculty was conducted and revealed that more 4-year faculty do not believe that all general biology courses are equivalent. An evaluation of course grades in two upper division biology courses at University of Colorado Denver (N = 2129) based upon course grades in general biology and the type of institution where general biology was taken (2-year school, 4-year, in-residence at UCD, AP credit, CLEP credit, or IB credit) was conducted. Students who transferred general biology credit received lower grades in upper division biology courses and withdrew from upper division biology courses more frequently. Syllabi from a small sample (N = 9) of general biology courses offered at Colorado 2- and 4-year schools show variation in course design. Only 30% of the courses had detailed learning objectives. Sample exams reveal a range in variation between 3-69% of questions requiring higher-order thinking according to Bloom's Taxonomy. Increasing communication between high school, 2-year and 4-year biology faculty is necessary if consistency is to be gained. Professional development for faculty to increase awareness about exam development, curriculum alignment, and curriculum mapping may reduce the disparities between the preparation of students in biology. Transfer student grade outcomes should be further investigated across the state.

  20. Pushing for Particulate Level Models of Adiabatic and Isothermal Processes in Upper-Level Chemistry Courses: A Qualitative Study

    ERIC Educational Resources Information Center

    Hernandez, Gabriel E.; Criswell, Brett A.; Kirk, Nancy J.; Sauder, Deborah G.; Rushton, Gregory T.

    2014-01-01

    In the past three decades, researchers have noted the limitations of a problem-solving approach that overemphasizes algorithms and quantitation and neglects student misconceptions and an otherwise qualitative, conceptual understanding of chemical phenomena. Since then, studies and lessons designed to improve student understanding of chemistry has…

  1. Students' views about the nature of experimental physics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany R.; Lewandowski, H. J.

    2017-12-01

    The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that address the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study (Ninstitutions=75 and Nstudents=7167 ) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics as practiced in their courses that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expertlike response even in cases where their views about experimentation in their lab courses disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics.

  2. Preparing students for research: faculty/librarian collaboration in a pre-doctoral physical therapy research course.

    PubMed

    Brooks, Salome V; Bigelow, Susan

    2015-12-01

    In this article, guest writers Susan Bigelow and Dr Salome Brooks from Springfield College, Massachusetts, present an overview of their evaluative research study in which a faculty professor and the liaison librarian collaborated to develop an information literacy course entitled Physical Therapy (PT) and Health care Research Skills, in order to teach necessary information literacy skills to upper-level undergraduate PT students. Triangulation of the Physical Therapy and Information Literacy standards in alignment with the course objectives strengthened the collaboration, course development and expectations of student performance. Student performance was assessed through formal and expected evaluative means, and the preliminary evidence suggests some key successes in the course outcomes. © 2015 Health Libraries Group.

  3. Transforming Spatial Reasoning Skills in the Upper-Level Undergraduate Geoscience Classroom Through Curricular Materials Informed by Cognitive Science Research

    NASA Astrophysics Data System (ADS)

    Ormand, C. J.; Shipley, T. F.; Dutrow, B. L.; Goodwin, L. B.; Hickson, T. A.; Tikoff, B.; Atit, K.; Gagnier, K. M.; Resnick, I.

    2014-12-01

    Spatial visualization is an essential skill in the STEM disciplines, including the geosciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may be unable to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. As a group of geoscience faculty members and cognitive psychologists, we have developed a set of curricular materials for Mineralogy, Sedimentology & Stratigraphy, and Structural Geology courses. These materials are designed to improve students' spatial skills, and in particular to improve students' abilities to reason about spatially complex 3D geological concepts and problems. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate STEM education by removing one significant barrier to success in the STEM disciplines. The curricular materials we have developed are based on several promising teaching strategies that have emerged from cognitive science research on spatial thinking. These strategies include predictive sketching, making visual comparisons, gesturing, and the use of analogy. We have conducted a three-year study of the efficacy of these materials in strengthening the spatial skills of students in upper-level geoscience courses at three universities. Our methodology relies on a pre- and post-test study design, with several tests of spatial thinking skills administered at the beginning and end of each semester. In 2011-2012, we used a "business as usual" approach to gather baseline data, measuring how much students' spatial thinking skills improved in response to the existing curricula. In the two subsequent years we have incorporated our new curricular materials, which can be found on the project website: http://serc.carleton.edu/spatialworkbook/activities.html Structural Geology students exposed to the new curricular materials are better able to solve some spatially challenging structural geological problems than students from the baseline year. We are continuing to analyze data from the Mineralogy and Sedimentology/Stratigraphy courses and will have completed the analysis by AGU.

  4. Human Resources in the Library System. Course 2, Leader's Handbook, Part 2: Aids (Volume 1). Final Report, Phase 2, Post-Master's Education for Middle and Upper-Level Personnel in Libraries and Information Centers.

    ERIC Educational Resources Information Center

    Goodman, Charles H.; Stone, Elizabeth W.

    The aids to be used in a course designed for the continuing education of professional librarians on human resources in the library have been compiled in two volumes. The first of these contains forms, work assignments, handouts, and transparencies. Forms are for personal information, work assignments, evaluations, and critiques. Work assignments…

  5. Photolysis of 4-Phenyl-1,3-dioxolan-2-one: An Undergraduate Experiment in Free Radical Chemistry.

    ERIC Educational Resources Information Center

    White, Rick C.; Ma, Sha

    1988-01-01

    Describes a photochemistry experiment designed to introduce photochemical techniques and experience free radical chemistry. Selects Nuclear Magnetic Resonance spectroscopy for the analysis. This activity is suggested for use in an upper level undergraduate organic course. (MVL)

  6. Encouraging Equitable Enrollment.

    ERIC Educational Resources Information Center

    Hill, Stan

    1997-01-01

    Describes Project JUST (Join Underrepresented in Science and Technology), an initiative whose goal is to create an atmosphere of systemic change within an urban school district that results in minority students excelling in upper level math and science courses. Discusses leadership, governance, and management; a standards-based curriculum;…

  7. A Holistic Approach to Water Ecology.

    ERIC Educational Resources Information Center

    Koyama, Keith

    1980-01-01

    Outlined is a water ecology unit included within a one-semester field biology course for upper level high school students. Activities described include a visit to a water treatment plant, an abiotic stream study, a biotic stream study, interactions and questioning topics, and individual projects. (CS)

  8. A Multiyear Approach to Student-Driven Investigations in Exercise Physiology

    ERIC Educational Resources Information Center

    FitzPatrick, Kathleen A.; Campisi, Jay

    2009-01-01

    Many undergraduate institutions offer individual research opportunities for upper-level students in independent study courses and summer undergraduate research programs. These are necessarily limited to a small number of students. Greater numbers of students can benefit from incorporating student-directed investigative experiences into…

  9. How gender and reformed introductory physics impacts student success in advanced physics courses and continuation in the physics major

    NASA Astrophysics Data System (ADS)

    Rodriguez, Idaykis; Potvin, Geoff; Kramer, Laird H.

    2016-12-01

    [This paper is part of the Focused Collection on Gender in Physics.] Active-learning approaches to teaching introductory physics have been found to improve student learning and affective gains on short-term outcomes [S. Freeman et al., Proc. Natl. Acad. Sci. U.S.A. 111, 8410 (2014)]; however, whether or not the benefits of active learning impact women to the same degree as men has been a point of concern [A. Madsen, S. B. McKagan, and E. C. Sayre, Phys. Rev. ST Phys. Educ. Res. 9, 020121 (2013)]. Further, the long-term impacts of active-learning experiences are also understudied. At Florida International University, a Hispanic-majority institution, we have implemented Modeling Instruction (MI) and the Integrated Science Learning Environment (ISLE) in introductory physics classes for the past decade. In this empirical paper, we report on a longitudinal investigation of student performance and persistence in upper level physics courses after having previously experienced MI or ISLE in their introductory physics courses, and disaggregate students by gender. Using survival analysis methods, we find women who declare physics as a major are more likely than men to graduate with a physics degree. Women are also just as likely as men to pass through the upper division courses, with the highest failure risk for both men and women occurring in the first semester of upper-division course taking. These results reinforce the need to expand considerations of performance outcomes to be longitudinal to measure the effectiveness of the entire physics experience.

  10. Patients with mild cognitive impairment have an abnormal upper-alpha event-related desynchronization/synchronization (ERD/ERS) during a task of temporal attention.

    PubMed

    Caravaglios, Giuseppe; Muscoso, Emma Gabriella; Di Maria, Giulia; Costanzo, Erminio

    2015-03-01

    There are several evidences indicating that an impairment in attention-executive functions is present in prodromal Alzheimer's disease and predict future global cognitive decline. In particular, the issue of temporal orienting of attention in patients with mild cognitive impairment (MCI) due to Alzheimer's disease has been overlooked. The present research aimed to explore whether subtle deficits of cortical activation are present in these patients early in the course of the disease. We studied the upper-alpha event-related synchronization/desynchronization phenomenon during a paradigm of temporal orientation of attention. MCI patients (n = 27) and healthy elderly controls (n = 15) performed a task in which periodically omitted tones had to be predicted and their virtual onset time had to be marked by pressing a button. Single-trial responses were measured, respectively, before and after the motor response. Then, upper-alpha responses were compared to upper-alpha power during eyes-closed resting state. The time course of the task was characterized by two different behavioral conditions: (1) a pre-event epoch, in which the subject awaited the virtual onset of the omitted tone, (2) a post-event epoch (after button pressing), in which the subject was in a post-motor response condition. The principal findings are: (1) during the waiting epoch, only healthy elderly had an upper-alpha ERD at the level of both temporal and posterior brain regions; (2) during the post-motor epoch, the aMCI patients had a weaker upper-alpha ERS on prefrontal regions; (3) only healthy elderly showed a laterality effect: (a) during the waiting epoch, the upper-alpha ERD was greater at the level of the right posterior-temporal lead; during the post-motor epoch, the upper alpha ERS was greater on the left prefrontal lead. The relevance of these findings is that the weaker upper-alpha response observed in aMCI patients is evident even if the accuracy of the behavioral performance (i.e., button pressing) is still spared. This abnormal upper-alpha response might represent an early biomarker of the attention-executive network impairment in MCI due to Alzheimer's disease.

  11. The Case for Simulation-Based Mastery Learning Education Courses for Practicing Surgeons.

    PubMed

    Baumann, Lauren M; Barsness, Katherine A

    2018-03-12

    Pediatric surgeons rely on simulation courses to develop skills for safe minimally invasive repair of complex congenital anomalies. The majority of minimally invasive surgery (MIS) training courses occur during short "exposure courses" at annual conferences. Little data are available to support the benefit of these courses relative to the safe implementation of new skills. The purpose of this article is to determine the impact of an exposure course for advanced neonatal MIS on self-perceived comfort levels with independent performance of advanced MISs. Participants of a 4-hour hands-on course for neonatal MIS were surveyed regarding clinical practices and pre- and post-training perceived "comfort levels" of MIS skills for thoracoscopic esophageal atresia with tracheoesophageal fistula (tTEF) repair, thoracoscopic left upper lobe pulmonary lobectomy (tLobe), and laparoscopic duodenal atresia (lapDA) repair. Descriptive analyses were performed. Seventeen participants completed pre- and postcourse surveys. The majority of participants had no prior experience with tLobe (59%) or lapDA (53%), and 35% had no experience with tTEF repair. Similarly, the majority were "not comfortable" with these procedures. After the short course, the majority of surgeons reported that they were "likely to perform" these operations within 6 months, despite low levels of baseline experience and comfort levels. An exposure training course led to immediate perception of increased skills and confidence. However, these courses typically do not provide basic tenets of expert performance that demands deliberate practice. Future course design should transition to a mastery learning framework wherein regular skill assessments, milestones, and unlimited education time are prioritized before implementation of the new skills.

  12. RESTSIM: A Simulation Model That Highlights Decision Making under Conditions of Uncertainty.

    ERIC Educational Resources Information Center

    Zinkhan, George M.; Taylor, James R.

    1983-01-01

    Describes RESTSIM, an interactive computer simulation program for graduate and upper-level undergraduate management, marketing, and retailing courses, which introduces naive users to simulation as a decision support technique, and provides a vehicle for studying various statistical procedures for evaluating simulation output. (MBR)

  13. A Computational Experiment on Single-Walled Carbon Nanotubes

    ERIC Educational Resources Information Center

    Simpson, Scott; Lonie, David C.; Chen, Jiechen; Zurek, Eva

    2013-01-01

    A computational experiment that investigates single-walled carbon nanotubes (SWNTs) has been developed and employed in an upper-level undergraduate physical chemistry laboratory course. Computations were carried out to determine the electronic structure, radial breathing modes, and the influence of the nanotube's diameter on the…

  14. Developing and Assessing Curriculum on the Physics of Medical Instruments

    ERIC Educational Resources Information Center

    Christensen, Warren; Johnson, James K.; Van Ness, Grace R.; Mylott, Elliot; Dunlap, Justin C.; Anderson, Elizabeth A.; Widenhorn, Ralf

    2013-01-01

    Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre-health majors…

  15. Bounded Partial Sums?

    ERIC Educational Resources Information Center

    Brilleslyper, Michael A.; Wolverton, Robert H.

    2008-01-01

    In this article we consider an example suitable for investigation in many mid and upper level undergraduate mathematics courses. Fourier series provide an excellent example of the differences between uniform and non-uniform convergence. We use Dirichlet's test to investigate the convergence of the Fourier series for a simple periodic saw tooth…

  16. Teaching Content Analysis through "Harry Potter"

    ERIC Educational Resources Information Center

    Messinger, Adam M.

    2012-01-01

    Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more…

  17. Languages for Business Means Business for Languages.

    ERIC Educational Resources Information Center

    Cothran, Bettina F.

    Georgia State University has developed undergraduate applied language programs in commercial French, German, and Spanish combining practical with theoretical studies. The curricula stress the communicative aspect of language, and are based on the content of certification examinations given in France, Germany, and Spain. Two upper-level courses in…

  18. Maximizing Completion and Comprehension of Reading Assignments

    ERIC Educational Resources Information Center

    Owen, Leanne R.

    2017-01-01

    The author presents self-report data from students in three upper-level undergraduate courses to illustrate the comparative effectiveness of different out-of-class assessment approaches in promoting completion and comprehension of reading assignments. Students reported agreeing or strongly agreeing that all three assignments motivated them to…

  19. Framework for understanding the patterns of student difficulties in quantum mechanics

    NASA Astrophysics Data System (ADS)

    Marshman, Emily; Singh, Chandralekha

    2015-12-01

    [This paper is part of the Focused Collection on Upper Division Physics Courses.] Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates both the effects of diversity in upper-level students' prior preparation, goals, and motivation in general (i.e., the facts that even in upper-level courses, students may be inadequately prepared, have unclear goals, and have insufficient motivation to excel) as well as the "paradigm shift" from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics are discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics.

  20. Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes.

    PubMed

    Casagrand, Janet; Semsar, Katharine

    2017-06-01

    Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom's taxonomy to quantify a significant increase in the Bloom's level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom's level as a metric to assess course reform. Copyright © 2017 the American Physiological Society.

  1. The Value of Targeted Comic Book Readers

    ERIC Educational Resources Information Center

    Hammond, Kay; Danaher, Katherine

    2012-01-01

    A limitation of extensive reading programmes is the time required for progress in vocabulary acquisition. This paper reports on a qualitative exploration of student perceptions of the value of non-compulsory comic books in ESL elementary and upper-intermediate level courses at a tertiary institution. We aimed to develop supplementary materials…

  2. Designing Polymerase Chain Reaction (PCR) Primer Multiplexes in the Forensic Laboratory

    ERIC Educational Resources Information Center

    Elkins, Kelly M.

    2011-01-01

    The polymerase chain reaction (PCR) is a common experiment in upper-level undergraduate biochemistry, molecular biology, and forensic laboratory courses as reagents and thermocyclers have become more affordable for institutions. Typically, instructors design PCR primers to amplify the region of interest and the students prepare their samples for…

  3. What Is the Probability You Are a Bayesian?

    ERIC Educational Resources Information Center

    Wulff, Shaun S.; Robinson, Timothy J.

    2014-01-01

    Bayesian methodology continues to be widely used in statistical applications. As a result, it is increasingly important to introduce students to Bayesian thinking at early stages in their mathematics and statistics education. While many students in upper level probability courses can recite the differences in the Frequentist and Bayesian…

  4. Interpretation of Confidence Interval Facing the Conflict

    ERIC Educational Resources Information Center

    Andrade, Luisa; Fernández, Felipe

    2016-01-01

    As literature has reported, it is usual that university students in statistics courses, and even statistics teachers, interpret the confidence level associated with a confidence interval as the probability that the parameter value will be between the lower and upper interval limits. To confront this misconception, class activities have been…

  5. A Classroom Simulation of Water-Rock Interaction for Upper-Level Geochemistry Courses.

    ERIC Educational Resources Information Center

    Cercone, Karen Rose

    1988-01-01

    Describes a simple hands-on model of water-rock interaction that can be constructed in the classroom using styrofoam bowls and foil-wrapped candies. This interactive simulation allows students to vary the factors which control water-rock interaction and to obtain immediate results. (Author/CW)

  6. Long-Form Science

    ERIC Educational Resources Information Center

    Crockett, Dillon

    2017-01-01

    Using an extended text in an upper-level science course is not a revolutionary idea. Introducing a novel or nonfiction book into the curriculum can reward both teacher and student, offering deep immersion into science content, but may seem daunting to many teachers, especially those with little training in literacy instruction. This article offers…

  7. Nudging Students' Creative Problem-Solving Skills

    ERIC Educational Resources Information Center

    Griffin, Dana

    2011-01-01

    People often make choices that go against their own best interests. In the controversial bestseller "Nudge," Richard Thaler and Cass Sunstein argue that people can benefit from simple "nudges" to improve their decision-making. In an upper-level undergraduate course on political decision-making, I created a series of assignments around "Nudge." In…

  8. Vertebrate Osmoregulation: A Student Laboratory Exercise Using Teleost Fish

    ERIC Educational Resources Information Center

    Boily P.; Rees, B. B.; Williamson, L. A. C.

    2007-01-01

    Here, we describe a laboratory experiment as part of an upper-level vertebrate physiology course for biology majors to investigate the physiological response of vertebrates to osmoregulatory challenges. The experiment involves measuring plasma osmolality and Na[superscript +] -K[superscript +] -ATPase activity in gill tissue of teleost fish…

  9. 75 FR 52360 - Upper Truckee River Restoration and Golf Course Reconfiguration Project, El Dorado County, CA

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-08-25

    ...: Short-term risk of surface water or groundwater degradation during construction and short-term risk of surface water or groundwater degradation following construction. In addition, the cumulative effects of... cumulative beneficial effects: Long-term modified groundwater levels and flow patterns, long- term stream...

  10. Examining Portfolio-Based Assessment in an Upper-Level Biology Course

    ERIC Educational Resources Information Center

    Ziegler, Brittany Ann

    2012-01-01

    Historically, students have been viewed as empty vessels and passive participants in the learning process but students actually are active forming their own conceptions. One way student learning is impacted is through assessment. Alternative assessment, which contrasts traditional assessment methods, takes into account how students learn by…

  11. From Life in a French Town to the Artificial Heart: An Approach to the Teaching of Scientific French.

    ERIC Educational Resources Information Center

    Ross, Margaret E.

    1988-01-01

    Describes the experiences of one instructor in designing and implementing a short course in scientific French for upper level students majoring in applied biology at Glasgow College. Materials used and aspects of scientific language chosen are briefly discussed. (LMO)

  12. Collaborative Wikipedia Projects in the Virtual Classroom

    ERIC Educational Resources Information Center

    Kenny, A. J.; Wolt, J. D.; Hurd, H. S.

    2013-01-01

    Wikipedia is a web-based, free-content encyclopedia that is openly editable and, thus, provides a unique platform for collaborations. Wikipedia projects are increasingly being integrated into upper-level courses across the country to explore advanced concepts, communicate science, and provide high-quality information to the public. Here we outline…

  13. Web-Based Surveys Facilitate Undergraduate Research and Knowledge

    ERIC Educational Resources Information Center

    Grimes, Paul, Ed.; Steele, Scott R.

    2008-01-01

    The author presents Web-based surveying as a valuable tool for achieving quality undergraduate research in upper-level economics courses. Web-based surveys can be employed in efforts to integrate undergraduate research into the curriculum without overburdening students or faculty. The author discusses the value of undergraduate research, notes…

  14. Student versus Faculty Perceptions of Missing Class.

    ERIC Educational Resources Information Center

    Sleigh, Merry J.; Ritzer, Darren R.; Casey, Michael B.

    2002-01-01

    Examines and compares student and faculty attitudes towards students missing classes and class attendance. Surveys undergraduate students (n=231) in lower and upper level psychology courses and psychology faculty. Reports that students found more reasons acceptable for missing classes and that the amount of in-class material on the examinations…

  15. Integrative Approach for a Transformative Freshman-Level STEM Curriculum

    PubMed Central

    Curran, Kathleen L.; Olsen, Paul E.; Nwogbaga, Agashi P.; Stotts, Stephanie

    2016-01-01

    In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change. PMID:27064213

  16. Combining content and elements of communication into an upper-level biochemistry course.

    PubMed

    Whittington, Carli P; Pellock, Samuel J; Cunningham, Rebecca L; Cox, James R

    2014-01-01

    This report describes how a science communication module was incorporated into an advanced biochemistry course. Elements of communication were taught synergistically with biochemistry content in this course in an effort to expose students to a variety of effective oral communication strategies. Students were trained to use these established techniques and incorporated them into various presentations throughout the course. Three students describe their use of specific resources and how the skills learned relate to their future career. The importance and relevance of science communication are receiving unprecedented national attention. The academic scientific community must respond by incorporating more communication-centered instruction and opportunities in the classroom and laboratory. © 2013 by The International Union of Biochemistry and Molecular Biology.

  17. Studio optics: Adapting interactive engagement pedagogy to upper-division physics

    NASA Astrophysics Data System (ADS)

    Sorensen, Christopher M.; McBride, Dyan L.; Rebello, N. Sanjay

    2011-03-01

    The use of interactive engagement strategies to improve learning in introductory physics is not new, but have not been used as often for upper-division physics courses. We describe the development and implementation of a Studio Optics course for upper-division physics majors at Kansas State University. The course adapts a three-stage Karplus learning cycle and other elements to foster an environment that promotes learning through an integration of lecture, laboratories, and problem solving. Some of the instructional materials are described. We discuss the evaluation of the course using data collected from student interviews, a conceptual survey, an attitudinal survey, and the instructor's reflections. Overall, students responded positively to the new format and showed modest gains in learning. The instructor's experiences compared favorably with the traditional course that he had taught in the past.

  18. Genomics and bioinformatics in undergraduate curricula: Contexts for hybrid laboratory/lecture courses for entering and advanced science students.

    PubMed

    Temple, Louise; Cresawn, Steven G; Monroe, Jonathan D

    2010-01-01

    Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to base the experience of genomic analysis. Students also learn bioinformatics and software programs needed to support a project linking structure and function in proteins and showing evolutionary relatedness of similar genes. An optional entry-level course taken in addition to the required first-year curriculum and sponsored in part by the Howard Hughes Medical Institute, engages first year students in a primary research project. In the first semester, they isolate and characterize novel bacteriophages that infect soil bacteria. In the second semester, these young scientists annotate the genes on one or more of the unique viruses they discovered. These courses are demanding but exciting for both faculty and students and should be accessible to any interested faculty member. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

  19. Education and training of future wetland scientists and managers

    USGS Publications Warehouse

    Wilcox, D.A.

    2008-01-01

    Wetland science emerged as a distinct discipline in the 1980s. In response, courses addressing various aspects of wetland science and management were developed by universities, government agencies, and private firms. Professional certification of wetland scientists began in the mid-1990s to provide confirmation of the quality of education and experience of persons involved in regulatory, management, restoration/construction, and research involving wetland resources. The education requirements for certification and the need for persons with specific wetland training to fill an increasing number of wetland-related positions identified a critical need to develop curriculum guidelines for an undergraduate wetland science and management major for potential accreditation by the Society of Wetland Scientists. That proposed major contains options directed toward either wetland science or management. Both options include required basic courses to meet the general education requirements of many universities, required upper-level specialized courses that address critical aspects of physical and biological sciences applicable to wetlands, and a minimum of four additional upper-level specialized courses that can be used to tailor a degree to students' interests. The program would be administered by an independent review board that would develop guidelines and evaluate university applications for accreditation. Students that complete the required coursework will fulfill the education requirements for professional wetland scientist certification and possess qualifications that make them attractive candidates for graduate school or entry-level positions in wetland science or management. Universities that offer this degree program could gain an advantage in recruiting highly qualified students with an interest in natural resources. Alternative means of educating established wetland scientists are likewise important, especially to provide specialized knowledge and experience or updates related to new management discoveries, policies, and regulations. ?? 2008 The Society of Wetland Scientists.

  20. Interactive, Learner-Centered Methods of Teaching Mathematics

    ERIC Educational Resources Information Center

    Alsardary, Salar; Blumberg, Phyllis

    2009-01-01

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

  1. Interpersonal Skills and Facebook® Use among College Students

    ERIC Educational Resources Information Center

    Rhodes, Darson L.; Sniatecki, Jessica L.; Rocco, Mary; Todd, Lauren

    2015-01-01

    The use of Facebook® among college students is prevalent, and its relationship with interpersonal skills is unknown. A cross-sectional design study using a convenience sample of undergraduate students enrolled in one of four sections of an upper-level nutrition course at a Northeastern, public university was conducted to investigate this…

  2. The Inversion Potential of Ammonia: An Intrinsic Reaction Coordinate Calculation for Student Investigation

    ERIC Educational Resources Information Center

    Halpern, Arthur M.; Ramachandran, B. R.; Glendening, Eric D.

    2007-01-01

    A report is presented to describe how students can be empowered to construct the full, double minimum inversion potential for ammonia by performing intrinsic reaction coordinate calculations. This work can be associated with the third year physical chemistry lecture laboratory or an upper level course in computational chemistry.

  3. Popular Psychological Myths: A Comparison of Students' Beliefs across the Psychology Major

    ERIC Educational Resources Information Center

    Gaze, Catherine M.

    2014-01-01

    The present study investigates the frequency and confidence with which college students endorse popular psychological myths, contrasting introductory psychology students (at the beginning and end of the course) with upper-level psychology majors and students who have never taken Introduction to Psychology. This study builds on the existing…

  4. Investigating Graphical Representations of Slope and Derivative without a Physics Context

    ERIC Educational Resources Information Center

    Christensen, Warren M.; Thompson, John R.

    2012-01-01

    By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found evidence that students often enter upper-level physics courses lacking the assumed prerequisite mathematics knowledge and/or the ability to apply it productively in a…

  5. The Protest as a Teaching Technique for Promoting Feminist Activism.

    ERIC Educational Resources Information Center

    Rose, Suzanna

    An assignment about protesting was given to students in an upper-level undergraduate women's studies course to provide them with experience and skills in political protesting and to promote feminist activism. The students selected for their assignments: (1) a letter writing campaign against Robert Bork's Supreme Court nomination; (2) a picket…

  6. Biocatalysis with Sol-Gel Encapsulated Acid Phosphatase

    ERIC Educational Resources Information Center

    Kulkarni, Suhasini; Tran, Vu; Ho, Maggie K.-M.; Phan, Chieu; Chin, Elizabeth; Wemmer, Zeke; Sommerhalter, Monika

    2010-01-01

    This experiment was performed in an upper-level undergraduate biochemistry laboratory course. Students learned how to immobilize an enzyme in a sol-gel matrix and how to perform and evaluate enzyme-activity measurements. The enzyme acid phosphatase (APase) from wheat germ was encapsulated in sol-gel beads that were prepared from the precursor…

  7. Understanding Introductory Students' Application of Integrals in Physics from Multiple Perspectives

    ERIC Educational Resources Information Center

    Hu, Dehui

    2013-01-01

    Calculus is used across many physics topics from introductory to upper-division level college courses. The concepts of differentiation and integration are important tools for solving real world problems. Using calculus or any mathematical tool in physics is much more complex than the straightforward application of the equations and algorithms that…

  8. Leading Critically: A Grounded Theory of Applied Critical Thinking in Leadership Studies

    ERIC Educational Resources Information Center

    Jekins, Daniel M.; Cutchens, Amanda B.

    2011-01-01

    This study describes the development of a grounded theory of applied critical thinking in leadership studies and examines how student-centered experiential learning in leadership education bridged critical thinking with action. Over three semester undergraduate students in an upper level leadership studies course at a large four-year public…

  9. Computation of Chemical Shifts for Paramagnetic Molecules: A Laboratory Experiment for the Undergraduate Curriculum

    ERIC Educational Resources Information Center

    Pritchard, Benjamin P.; Simpson, Scott; Zurek, Eva; Autschbach, Jochen

    2014-01-01

    A computational experiment investigating the [superscript 1]H and [superscript 13]C nuclear magnetic resonance (NMR) chemical shifts of molecules with unpaired electrons has been developed and implemented. This experiment is appropriate for an upper-level undergraduate laboratory course in computational, physical, or inorganic chemistry. The…

  10. Faculty Forum: Applying Motivation Theory to Real-World Problems

    ERIC Educational Resources Information Center

    Harpine, Elaine Clanton

    2007-01-01

    This article examines the effectiveness of incorporating an applied learning experience in an upper level undergraduate motivation theory class. In this 3-part course requirement, students (a) participated in a 2-hr field experience, (b) completed a homework assignment based on their participation, and (c) worked in groups to develop a deeper…

  11. Monograph - The Numerical Integration of Ordinary Differential Equations.

    ERIC Educational Resources Information Center

    Hull, T. E.

    The materials presented in this monograph are intended to be included in a course on ordinary differential equations at the upper division level in a college mathematics program. These materials provide an introduction to the numerical integration of ordinary differential equations, and they can be used to supplement a regular text on this…

  12. Elliptical Orbit [arrow right] 1/r[superscript 2] Force

    ERIC Educational Resources Information Center

    Prentis, Jeffrey; Fulton, Bryan; Hesse, Carol; Mazzino, Laura

    2007-01-01

    Newton's proof of the connection between elliptical orbits and inverse-square forces ranks among the "top ten" calculations in the history of science. This time-honored calculation is a highlight in an upper-level mechanics course. It would be worthwhile if students in introductory physics could prove the relation "elliptical orbit" [arrow right]…

  13. Introductory Bioinformatics Exercises Utilizing Hemoglobin and Chymotrypsin to Reinforce the Protein Sequence-Structure-Function Relationship

    ERIC Educational Resources Information Center

    Inlow, Jennifer K.; Miller, Paige; Pittman, Bethany

    2007-01-01

    We describe two bioinformatics exercises intended for use in a computer laboratory setting in an upper-level undergraduate biochemistry course. To introduce students to bioinformatics, the exercises incorporate several commonly used bioinformatics tools, including BLAST, that are freely available online. The exercises build upon the students'…

  14. Mexico Higher Education. Reviews of National Policies for Education.

    ERIC Educational Resources Information Center

    Organisation for Economic Cooperation and Development, Paris (France).

    This review focuses on higher education in Mexico and also covers the upper secondary level including the broader range of education and training courses and institutions for students who complete basic education. Part 1 provides background data on Mexico and its system of higher education. Chapter 1 includes a general description of Mexico today…

  15. Distance Education and Plagiarism Prevention at the University of South Carolina Upstate

    ERIC Educational Resources Information Center

    Kirsch, Breanne A.; Bradley, Lola

    2012-01-01

    At the University of South Carolina Upstate, two librarians created a series of workshops to proactively prevent plagiarism. To reach distance education students, online workshops were developed in Blackboard including basic and advanced workshops for lower and upper-level courses. The workshops are intended to introduce students to the concepts…

  16. Spreadsheet Modeling of Electron Distributions in Solids

    ERIC Educational Resources Information Center

    Glassy, Wingfield V.

    2006-01-01

    A series of spreadsheet modeling exercises constructed as part of a new upper-level elective course on solid state materials and surface chemistry is described. The spreadsheet exercises are developed to provide students with the opportunity to interact with the conceptual framework where the role of the density of states and the Fermi-Dirac…

  17. Peer-to-Peer Instruction with Interactive Demonstrations in Upper Level Astronomy Courses

    NASA Astrophysics Data System (ADS)

    Gelderman, Richard

    2013-06-01

    Spectral and polarization properties of light are topics that most intro physics courses barely touch. Students therefore rarely have any useful experience to draw on when those topics come up in an upper level astronomy class. This means that they approach problems dealing with spectra or polarization as plug-and-chug mathematics applications, devoid of physical context. We have been addressing such dilemmas by using interactive demonstrations in the lecture meeting to give students direct experience with polarization filters, diffraction gratings, spectral sources, and situations requiring them to analyze sources based on the observed polarization of spectral properties. Each student individually predicts the outcomes for a demonstration. Students then collaborate within in a group of three to discuss their prediction, reporting the group’s consensus prediction. After observing the demonstration, students in the group compare their predictions to the results, and attempt to explain the phenomena. Based on curricular reforms in physics education, these methods have provided our students with the ability to much more than just manipulate equations related to spectroscopic and polarization analysis.

  18. A Microcosm of the Biomedical Research Experience for Upper-level Undergraduates

    PubMed Central

    2008-01-01

    The skill set required of biomedical researchers continues to grow and evolve as biology matures as a natural science. Science necessitates creative yet critical thinking, persuasive communication skills, purposeful use of time, and adeptness at the laboratory bench. Teaching these skills can be effectively accomplished in an inquiry-based, active-learning environment at a primarily undergraduate institution. Cell Biology Techniques, an upper-level cell biology laboratory course at St. John Fisher College, features two independent projects that take advantage of the biology of the nematode Caenorhabditis elegans, a premier yet simple model organism. First, students perform a miniature epigenetic screen for novel phenotypes using RNA interference. The results of this screen combined with literature research direct students toward a singe gene that they attempt to subclone in the second project. The biology of the chosen gene/protein also becomes an individualized focal point with respect to the content of the laboratory. Progress toward course goals is evaluated using written, oral, and group-produced assignments, including a concept map. Pre- and postassessment indicates a significant increase in the understanding of broad concepts in cell biological research. PMID:18519612

  19. Teaching Quantum Mechanics through Project-based Learning

    NASA Astrophysics Data System (ADS)

    Duda, Gintaras

    2013-04-01

    Project/Problem-based learning (PBL) is an active area of research within the physics education research (PER) community, however, work done to date has focused on introductory courses. This talk will explore research on upper division quantum mechanics, a junior/senior level course at Creighton, which was taught using PBL pedagogy with no in-class lectures. The talk will explore: 1. student learning in light of the new pedagogy and embedded meta-cognitive self-monitoring and reflective exercises and 2. the effect of the PBL curriculum on student attitudes students’ epistemologies.

  20. Working with Enzymes - Where Is Lactose Digested? An Enzyme Assay for Nutritional Biochemistry Laboratories

    NASA Astrophysics Data System (ADS)

    Pope, Sandi R.; Tolleson, Tonya D.; Williams, R. Jill; Underhill, Russell D.; Deal, S. Todd

    1998-06-01

    At Georgia Southern University, we offer a sophomore-level introductory biochemistry course that is aimed at nutrition and chemistry education majors. The laboratory portion of this course has long lacked an experimental introduction to enzymes. We have developed a simple enzyme assay utilizing lactase enzyme from crushed LactAid tablets and a 5% lactose solution ("synthetic milk"). In the experiment, the students assay the activity of the enzyme on the "synthetic milk" at pHs of approximately 1, 6, and 8 with the stated goal of determining where lactose functions in the digestive tract. The activity of the lactase may be followed chromatographically or spectrophotometrically. The experiment, which is actually a simple pH assay, is easily implemented in allied health chemistry laboratory courses and readily lends itself to adaptation for more complex kinetic assays in upper-level biochemistry laboratory courses. The experimental details, including a list of required supplies and hints for implementation, are provided.

  1. Students' views about the nature of experimental physics

    NASA Astrophysics Data System (ADS)

    Wilcox, Bethany

    2017-04-01

    The physics community explores and explains the physical world through a blend of theoretical and experimental studies. The future of physics as a discipline depends on training of students in both the theoretical and experimental aspects of the field. However, while student learning within lecture courses has been the subject of extensive research, lab courses remain relatively under-studied. In particular, there is little, if any, data available that addresses the effectiveness of physics lab courses at encouraging students to recognize the nature and importance of experimental physics within the discipline as a whole. To address this gap, we present the first large-scale, national study (Ninstitutions = 71 and Nstudents = 7167) of undergraduate physics lab courses through analysis of students' responses to a research-validated assessment designed to investigate students' beliefs about the nature of experimental physics. We find that students often enter and leave physics lab courses with ideas about experimental physics that are inconsistent with the views of practicing experimental physicists, and this trend holds at both the introductory and upper-division levels. Despite this inconsistency, we find that both introductory and upper-division students are able to accurately predict the expert-like response even in cases where their personal views disagree. These finding have implications for the recruitment, retention, and adequate preparation of students in physics. This work was funded by the NSF-IUSE Grant No. DUE-1432204 and NSF Grant No. PHY-1125844.

  2. Teaching Quantum Mechanics through Project-based Learning

    NASA Astrophysics Data System (ADS)

    Duda, Gintaras; Ward, Kristina

    2014-03-01

    Project/Problem-based learning (PBL) is an active area of research within the physics education research (PER) community, however, work done to date has focused on introductory courses. This talk will explore research on upper division quantum mechanics, a junior/senior level course at Creighton University, which was taught using PBL pedagogy with no in-class lectures. Course time was primarily spent on lecture tutorials and projects, which included alpha decay of Uranium, neutrino oscillations, and FTIR spectroscopy of HCl. This talk will explore: 1. student learning in light of the new pedagogy and embedded meta-cognitive self-monitoring exercises, 2. the effect of the PBL curriculum on student attitudes, motivation, and students' epistemologies, and 3. the use of explicit written reflections within a physics course to probe student understanding.

  3. Audiovisual preconditioning enhances the efficacy of an anatomical dissection course: A randomised study.

    PubMed

    Collins, Anne M; Quinlan, Christine S; Dolan, Roisin T; O'Neill, Shane P; Tierney, Paul; Cronin, Kevin J; Ridgway, Paul F

    2015-07-01

    The benefits of incorporating audiovisual materials into learning are well recognised. The outcome of integrating such a modality in to anatomical education has not been reported previously. The aim of this randomised study was to determine whether audiovisual preconditioning is a useful adjunct to learning at an upper limb dissection course. Prior to instruction participants completed a standardised pre course multiple-choice questionnaire (MCQ). The intervention group was subsequently shown a video with a pre-recorded commentary. Following initial dissection, both groups completed a second MCQ. The final MCQ was completed at the conclusion of the course. Statistical analysis confirmed a significant improvement in the performance in both groups over the duration of the three MCQs. The intervention group significantly outperformed their control group counterparts immediately following audiovisual preconditioning and in the post course MCQ. Audiovisual preconditioning is a practical and effective tool that should be incorporated in to future course curricula to optimise learning. Level of evidence This study appraises an intervention in medical education. Kirkpatrick Level 2b (modification of knowledge). Copyright © 2015 British Association of Plastic, Reconstructive and Aesthetic Surgeons. Published by Elsevier Ltd. All rights reserved.

  4. Writing for Chemists: Satisfying the CSU Upper-Division Writing Requirement

    NASA Astrophysics Data System (ADS)

    Paulson, Donald R.

    2001-08-01

    This paper describes Chemistry 360, Writing for Chemists, which is a junior-level course required of all Chemistry and Biochemistry majors at California State University, Los Angeles. The course covers all of the sections for writing both primary and secondary papers in the chemical sciences as well as the process of literature searching in both computer databases and the printed Chemical Abstracts. The course is team taught by several chemistry faculty members and an English faculty member. The core of the course is a review paper on an individually assigned topic in chemistry or biochemistry. The students are given daily writing assignments that teach them how to write the various sections of the paper. They also learn how to write both Experimental and Results sections, which are not part of a review paper. In addition the course deals with ethics in science, how to give an oral presentation, and how to prepare a poster presentation.

  5. A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

    PubMed

    Jönsson, Bo-Anders

    2005-09-01

    Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

  6. Quantum interactive learning tutorial on the double-slit experiment to improve student understanding of quantum mechanics

    NASA Astrophysics Data System (ADS)

    Sayer, Ryan; Maries, Alexandru; Singh, Chandralekha

    2017-06-01

    Learning quantum mechanics is challenging, even for upper-level undergraduate and graduate students. Research-validated interactive tutorials that build on students' prior knowledge can be useful tools to enhance student learning. We have been investigating student difficulties with quantum mechanics pertaining to the double-slit experiment in various situations that appear to be counterintuitive and contradict classical notions of particles and waves. For example, if we send single electrons through the slits, they may behave as a "wave" in part of the experiment and as a "particle" in another part of the same experiment. Here we discuss the development and evaluation of a research-validated Quantum Interactive Learning Tutorial (QuILT) which makes use of an interactive simulation to improve student understanding of the double-slit experiment and strives to help students develop a good grasp of foundational issues in quantum mechanics. We discuss common student difficulties identified during the development and evaluation of the QuILT and analyze the data from the pretest and post test administered to the upper-level undergraduate and first-year physics graduate students before and after they worked on the QuILT to assess its effectiveness. These data suggest that on average, the QuILT was effective in helping students develop a more robust understanding of foundational concepts in quantum mechanics that defy classical intuition using the context of the double-slit experiment. Moreover, upper-level undergraduates outperformed physics graduate students on the post test. One possible reason for this difference in performance may be the level of student engagement with the QuILT due to the grade incentive. In the undergraduate course, the post test was graded for correctness while in the graduate course, it was only graded for completeness.

  7. Design and Implementation of Instructional Videos for Upper-Division Undergraduate Laboratory Courses

    ERIC Educational Resources Information Center

    Schmidt-McCormack, Jennifer A.; Muniz, Marc N.; Keuter, Ellie C.; Shaw, Scott K.; Cole, Renée S.

    2017-01-01

    Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated…

  8. Should Reproductive Anatomy Be Taught in University Health Courses?

    ERIC Educational Resources Information Center

    Powell, Brent; Fletcher, J. Sue

    2013-01-01

    There has been little research on undergraduate reproductive anatomy education. This pilot study explores knowledge of anatomical reproductive anatomy among university students in a lower division and upper division health course. Using a Qualtrics survey program, a convenience sample of 120 lower division and 157 upper division students for a…

  9. Photochemical Synthesis and Ligand Exchange Reactions of Ru(CO)[subscript 4] (Eta[superscript 2]-Alkene) Compounds

    ERIC Educational Resources Information Center

    Cooke, Jason; Berry, David E.; Fawkes, Kelli L.

    2007-01-01

    The photochemical synthesis and subsequent ligand exchange reactions of Ru(CO)[subscript 4] (eta[superscript2]-alkene) compounds has provided a novel experiment for upper-level inorganic chemistry laboratory courses. The experiment is designed to provide a system in which the changing electronic properties of the alkene ligands could be easily…

  10. A Pedagogy of Civic Engagement for the Undergraduate Political Science Classroom

    ERIC Educational Resources Information Center

    DeLaet, Debra L.

    2016-01-01

    This article provides an overview of a classroom project, titled the Priorities Project, which is designed to promote responsible and informed civic engagement on the part of students in upper level political science courses at Drake University. It provides an overview of the Priorities Project, a brief summary highlighting the process and results…

  11. Assessment of a Novel Group-Centered Testing Schema in an Upper-Level Undergraduate Molecular Biotechnology Course

    ERIC Educational Resources Information Center

    Srougi, Melissa C.; Miller, Heather B.; Witherow, D. Scott; Carson, Susan

    2013-01-01

    Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with…

  12. Why So Few? Women in Science, Technology, Engineering, and Mathematics

    ERIC Educational Resources Information Center

    Hill, Catherine; Corbett, Christianne; St. Rose, Andresse

    2010-01-01

    The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and…

  13. Design and Assessment of an Assignment-Based Curriculum to Teach Scientific Writing and Scientific Peer Review

    ERIC Educational Resources Information Center

    Glaser, Rainer E.

    2014-01-01

    A writing-intensive, upper-level undergraduate course which integrates content, context, collaboration, and communication in a unique fashion, is described. The topic of the seminar is "Scientific Writing in Chemistry" and an assignment-based curriculum was developed to instruct students on best practices in all aspects of science…

  14. Technological Supports for Onsite and Distance Education and Students' Perceptions of Acquisition of Thinking and Team-Building Skills

    ERIC Educational Resources Information Center

    Thomas, Jennifer D. E.; Morin, Danielle

    2010-01-01

    This paper compares students' perceptions of support provided in the acquisition of various thinking and team-building skills, resulting from the various activities, resources and technologies (ART) integrated into an upper level Distributed Computing (DC) course. The findings indicate that students perceived strong support for their acquisition…

  15. Assembly of a Modular Fluorimeter and Associated Software: Using LabVIEW in an Advanced Undergraduate Analytical Chemistry Laboratory

    ERIC Educational Resources Information Center

    Algar, W. Russ; Massey, Melissa; Krull, Ulrich J.

    2009-01-01

    A laboratory activity for an upper-level undergraduate course in instrumental analysis has been created around LabVIEW. Students learn rudimentary programming and interfacing skills during the construction of a fluorimeter assembled from common modular components. The fluorimeter consists of an inexpensive data acquisition module, LED light…

  16. German Literature and Culture under "Revue": Learner Autonomy and Creativity through the Theme-Based Theater Practicum

    ERIC Educational Resources Information Center

    Koerner, Morgan

    2012-01-01

    This article proposes a theatrically oriented, thematically structured course model for the upper level undergraduate German curriculum. The traditional focus on staging a single play in the German foreign language theater practicum neglects theater's potential to explore other literary genres and cultural texts and runs the danger of…

  17. Teaching Wetland Ecology: What If You Can't Take Students Into the Field?

    Treesearch

    Diane De Steven

    2000-01-01

    While on the faculty of the University of Wisconsin-Milwaukee (UWM), I recently taught a first course in Wetland Ecology to upper-level undergraduates and graduate students in biology. The lecture component was a broad survey of topics, including wetland definitions and classification, wetland indicators (hydrology, hydric soils, vegetation), biological adaptations,...

  18. Use of NMR and NMR Prediction Software to Identify Components in Red Bull Energy Drinks

    ERIC Educational Resources Information Center

    Simpson, Andre J.; Shirzadi, Azadeh; Burrow, Timothy E.; Dicks, Andrew P.; Lefebvre, Brent; Corrin, Tricia

    2009-01-01

    A laboratory experiment designed as part of an upper-level undergraduate analytical chemistry course is described. Students investigate two popular soft drinks (Red Bull Energy Drink and sugar-free Red Bull Energy Drink) by NMR spectroscopy. With assistance of modern NMR prediction software they identify and quantify major components in each…

  19. Simultaneous Determination of Caffeine and Vitamin B6 in Energy Drinks by High-Performance Liquid Chromatography (HPLC)

    ERIC Educational Resources Information Center

    Leacock, Rachel E.; Stankus, John J.; Davis, Julian M.

    2011-01-01

    A high-performance liquid chromatography experiment to determine the concentration of caffeine and vitamin B6 in sports energy drinks has been developed. This laboratory activity, which is appropriate for an upper-level instrumental analysis course, illustrates the standard addition method and simultaneous determination of two species. (Contains 1…

  20. Encountering Difference: Images of Otherness in Contemporary Spanish Film

    ERIC Educational Resources Information Center

    Smith, Andrea Meador; Campbell, Sarah Cox

    2015-01-01

    Addressing the underrepresentation of films by female directors in Spanish language and culture classes, this work proposes the inclusion of two films, Chus Gutiérrez's "Retorno a Hansala" (2008) and Icíar Bollaín's "También la lluvia" (2010), in the curriculum of advanced or upper-level Spanish courses. Both films expand…

  1. Teaching Point-Group Symmetry with Three-Dimensional Models

    ERIC Educational Resources Information Center

    Flint, Edward B.

    2011-01-01

    Three tools for teaching symmetry in the context of an upper-level undergraduate or introductory graduate course on the chemical applications of group theory are presented. The first is a collection of objects that have the symmetries of all the low-symmetry and high-symmetry point groups and the point groups with rotational symmetries from 2-fold…

  2. Alkene Isomerization Using a Solid Acid as Activator and Support for a Homogeneous Catalyst

    ERIC Educational Resources Information Center

    Seen, Andrew J.

    2004-01-01

    An upper-level undergraduate experiment that, in addition to introducing students to catalysis using an air sensitive transition-metal complex, introduces the use of a solid acid as an activator and support for the catalyst is developed. The increased stability acquired in the course of the process affords the opportunity to characterize the…

  3. Ab Initio Determinations of Photoelectron Spectra Including Vibronic Features: An Upper-Level Undergraduate Physical Chemistry Laboratory

    ERIC Educational Resources Information Center

    Lord, Richard L.; Davis, Lisa; Millam, Evan L.; Brown, Eric; Offerman, Chad; Wray, Paul; Green, Susan M. E.

    2008-01-01

    We present a first-principles determination of the photoelectron spectra of water and hypochlorous acid as a laboratory exercise accessible to students in an undergraduate physical chemistry course. This paper demonstrates the robustness and user-friendliness of software developed for the Franck-Condon factor calculation. While the calculator is…

  4. Teaching Protein Purification and Characterization Techniques: A Student-Initiated, Project-Oriented Biochemistry Laboratory Course

    ERIC Educational Resources Information Center

    MacDonald, Gina

    2008-01-01

    This report describes a biochemistry laboratory that is completely project-oriented. Upper-level biology and chemistry majors work in teams to purify a protein of their choice. After the student groups have completed literature searches, ordered reagents, and made buffers they continue to learn basic protein purification and biochemical techniques…

  5. The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs

    ERIC Educational Resources Information Center

    Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean

    2016-01-01

    Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…

  6. Real-Time Assessment of Problem-Solving of Physics Students Using Computer-Based Technology

    ERIC Educational Resources Information Center

    Gok, Tolga

    2012-01-01

    The change in students' problem solving ability in upper-level course through the application of a technological interactive environment--Tablet PC running InkSurvey--was investigated in present study. Tablet PC/InkSurvey interactive technology allowing the instructor to receive real-time formative assessment as the class works through the problem…

  7. Providing the Answers Does Not Improve Performance on a College Final Exam

    ERIC Educational Resources Information Center

    Glass, Arnold Lewis; Sinha, Neha

    2013-01-01

    In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students'…

  8. How teaching practices are connected to student intention to enrol in upper secondary school physics courses

    NASA Astrophysics Data System (ADS)

    Juuti, Kalle; Lavonen, Jari

    2016-05-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

  9. Teaching laboratory neuroscience at bowdoin: the laboratory instructor perspective.

    PubMed

    Hauptman, Stephen; Curtis, Nancy

    2009-01-01

    Bowdoin College is a small liberal arts college that offers a comprehensive Neuroscience major. The laboratory experience is an integral part of the major, and many students progress through three stages. A core course offers a survey of concepts and techniques. Four upper-level courses function to give students more intensive laboratory research experience in neurophysiology, molecular neurobiology, social behavior, and learning and memory. Finally, many majors choose to work in the individual research labs of the Neuroscience faculty. We, as laboratory instructors, are vital to the process, and are actively involved in all aspects of the lab-based courses. We provide student instruction in state of the art techniques in neuroscience research. By sharing laboratory teaching responsibilities with course professors, we help to prepare students for careers in laboratory neuroscience and also support and facilitate faculty research programs.

  10. Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom

    PubMed Central

    Gross, David; Pietri, Evava S.; Anderson, Gordon; Moyano-Camihort, Karin; Graham, Mark J.

    2015-01-01

    Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as measured by exam scores, when the course is converted to a more active flipped format. The context is a physical chemistry course catering to life science majors in which approximately half of the lecture material is placed online and in-class problem-solving activities are increased, while total class time is reduced. We find that exam performance significantly improves by nearly 12% in the flipped-format course, due in part to students interacting with course material in a more timely and accurate manner. We also find that the positive effects of the flipped class are most pronounced for students with lower grade point averages and for female students. PMID:26396151

  11. Designing and Implementing a Computational Methods Course for Upper-level Undergraduates and Postgraduates in Atmospheric and Oceanic Sciences

    NASA Astrophysics Data System (ADS)

    Nelson, E.; L'Ecuyer, T. S.; Douglas, A.; Hansen, Z.

    2017-12-01

    In the modern computing age, scientists must utilize a wide variety of skills to carry out scientific research. Programming, including a focus on collaborative development, has become more prevalent in both academic and professional career paths. Faculty in the Department of Atmospheric and Oceanic Sciences at the University of Wisconsin—Madison recognized this need and recently approved a new course offering for undergraduates and postgraduates in computational methods that was first held in Spring 2017. Three programming languages were covered in the inaugural course semester and development themes such as modularization, data wrangling, and conceptual code models were woven into all of the sections. In this presentation, we will share successes and challenges in developing a research project-focused computational course that leverages hands-on computer laboratory learning and open-sourced course content. Improvements and changes in future iterations of the course based on the first offering will also be discussed.

  12. The Influence of Modern Instrumentation on the Analytical and General Chemistry Curriculum at Bates College

    NASA Astrophysics Data System (ADS)

    Wenzel, Thomas J.

    2001-09-01

    The availability of state-of-the-art instruments such as high performance liquid chromatograph, gas chromatograph-mass spectrometer, inductively coupled plasma-atomic emission spectrometer, capillary electrophoresis system, and ion chromatograph obtained through four Instructional Laboratory Improvement and one Course, Curriculum, and Laboratory Improvement grants from the National Science Foundation has led to a profound change in the structure of the analytical and general chemistry courses at Bates College. Students in both sets of courses now undertake ambitious, semester-long, small-group projects. The general chemistry course, which fulfills the prerequisite requirement for all upper-level chemistry courses, focuses on the connection between chemistry and the study of the environment. The projects provide students with an opportunity to conduct a real scientific investigation. The projects emphasize problem solving, team work, and communication, while still fostering the development of important laboratory skills. Cooperative learning is also used extensively in the classroom portion of these courses.

  13. A Comprehensive Probability Project for the Upper Division One-Semester Probability Course Using Yahtzee

    ERIC Educational Resources Information Center

    Wilson, Jason; Lawman, Joshua; Murphy, Rachael; Nelson, Marissa

    2011-01-01

    This article describes a probability project used in an upper division, one-semester probability course with third-semester calculus and linear algebra prerequisites. The student learning outcome focused on developing the skills necessary for approaching project-sized math/stat application problems. These skills include appropriately defining…

  14. Professor Eric Can't See: A Project-Based Learning Case for Neurobiology Students.

    PubMed

    Ogilvie, Judith Mosinger; Ribbens, Eric

    2016-01-01

    "Professor Eric Can't See" is a semi-biographical case study written for an upper level undergraduate Neurobiology of Disease course. The case is integrated into a unit using a project-based learning approach to investigate the retinal degenerative disorder Retinitis pigmentosa and the visual system. Some case study scenes provide specific questions for student discussion and problem-based learning, while others provide background for student inquiry and related active learning exercises. The case was adapted from "'Chemical Eric' Can't See," and could be adapted for courses in general neuroscience or sensory neuroscience.

  15. Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned

    NASA Astrophysics Data System (ADS)

    Chasteen, Stephanie V.; Wilcox, Bethany; Caballero, Marcos D.; Perkins, Katherine K.; Pollock, Steven J.; Wieman, Carl E.

    2015-12-01

    [This paper is part of the Focused Collection on Upper Division Physics Courses.] In response to the need for a scalable, institutionally supported model of educational change, the Science Education Initiative (SEI) was created as an experiment in transforming course materials and faculty practices at two institutions—University of Colorado Boulder (CU) and University of British Columbia. We find that this departmentally focused model of change, which includes an explicit focus on course transformation as supported by a discipline-based postdoctoral education specialist, was generally effective in impacting courses and faculty across the institution. In CU's Department of Physics, the SEI effort focused primarily on upper-division courses, creating high-quality course materials, approaches, and assessments, and demonstrating an impact on student learning. We argue that the SEI implementation in the CU Physics Department, as compared to that in other departments, achieved more extensive impacts on specific course materials, and high-quality assessments, due to guidance by the physics education research group—but with more limited impact on the departmental faculty as a whole. We review the process and progress of the SEI Physics at CU and reflect on lessons learned in the CU Physics Department in particular. These results are useful in considering both institutional and faculty-led models of change and course transformation.

  16. Mesoscale variability of the Upper Colorado River snowpack

    USGS Publications Warehouse

    Ling, C.-H.; Josberger, E.G.; Thorndike, A.S.

    1996-01-01

    In the mountainous regions of the Upper Colorado River Basin, snow course observations give local measurements of snow water equivalent, which can be used to estimate regional averages of snow conditions. We develop a statistical technique to estimate the mesoscale average snow accumulation, using 8 years of snow course observations. For each of three major snow accumulation regions in the Upper Colorado River Basin - the Colorado Rocky Mountains, Colorado, the Uinta Mountains, Utah, and the Wind River Range, Wyoming - the snow course observations yield a correlation length scale of 38 km, 46 km, and 116 km respectively. This is the scale for which the snow course data at different sites are correlated with 70 per cent correlation. This correlation of snow accumulation over large distances allows for the estimation of the snow water equivalent on a mesoscale basis. With the snow course data binned into 1/4?? latitude by 1/4?? longitude pixels, an error analysis shows the following: for no snow course data in a given pixel, the uncertainty in the water equivalent estimate reaches 50 cm; that is, the climatological variability. However, as the number of snow courses in a pixel increases the uncertainty decreases, and approaches 5-10 cm when there are five snow courses in a pixel.

  17. Transient ventricular dysfunction after an asphyxiation event: stress or hypoxia?

    PubMed

    Valletta, Mary E; Haque, Ikram; Al-Mousily, Faris; Udassi, Jai; Saidi, Arwa

    2008-11-01

    This report of a pediatric patient with acute upper airway obstruction causing asphyxiation emphasizes the need to maintain clinical suspicion for acquired myocardial dysfunction, despite the presumed role of noncardiogenic causes for pulmonary edema after an acute upper airway obstruction. Case report. A tertiary pediatric intensive care unit. A 10-year-old girl with no significant medical history who developed flash pulmonary edema and acute myocardial dysfunction after an acute upper airway obstruction. Serial echocardiograms, exercise stress test, and coronary angiography were performed. Serial pro-brain natriuretic peptide, troponins, and CK-MB levels were also followed. Troponin level normalized approximately 7 days after the acute event. CK-MB and pro-brain natriuretic peptide levels decreased but had not completely normalized by time of discharge. The patient was discharged home 10 days after the event on an anticipated 6-month course of metoprolol without any signs or symptoms of cardiac dysfunction. Myocardial dysfunction is rarely documented in children after an acute upper airway obstruction or an asphyxiation event. Pediatric intensivists and hospitalists should maintain a high degree of clinical suspicion and screen for possible myocardial dysfunction in the pediatric patient with an acute severe hypoxic event especially when accompanied by pulmonary edema. Prompt evaluation ensures appropriate support. Additionally, some role may exist for early adrenergic receptor blockade.

  18. Using Stable Isotopes of Carbon and Nitrogen to Evaluate Trophic Interactions in Aquatic Environments

    ERIC Educational Resources Information Center

    Christensen, David R.; LaRoche, Andrew

    2012-01-01

    This paper describes a series of laboratory exercises for upper level biology courses, independent research and/or honors programs. Students sampled fish from a local water body with the assistance of a local fish and wildlife agency. Tissue samples from collected fish were utilized to obtain estimates of the stable isotopes delta[superscript 13]C…

  19. Understanding Electrophoresis through the Investigation of Size, Shape, and Charge of pH Indicators

    ERIC Educational Resources Information Center

    Brenner, Ryan K.; Hess, Kenneth R.; Morford, Jennifer L.

    2015-01-01

    A laboratory experiment was designed for upper-level students in a Chemical Analysis course to illustrate the theoretical and practical applications of 0.8% agarose gel electrophoresis and to reinforce an understanding of weak acids/bases using easy-to-visualize pH indicators. The careful choice of indicators included acid and base types with…

  20. A Habermasian Analysis of a Process of Recognition of Prior Learning for Health Care Assistants

    ERIC Educational Resources Information Center

    Sandberg, Fredrik

    2012-01-01

    This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas's…

  1. Starting from Scratch and Getting Somewhere: Assessment of Oral Communication Proficiency in General Education across Lower and Upper Division Courses

    ERIC Educational Resources Information Center

    Avanzino, Susan

    2010-01-01

    Communication departments are expected to conduct program level assessment, as well as assessment of communication in general education. Although the expectation for data-driven student learning assessment is growing, relatively few examples exist for doing so effectively. This article serves as a model to help faculty conduct effective assessment…

  2. Detection of the "cp4 epsps" Gene in Maize Line NK603 and Comparison of Related Protein Structures: An Advanced Undergraduate Experiment

    ERIC Educational Resources Information Center

    Swope, Nicole K.; Fryfogle, Patrick J.; Sivy, Tami L.

    2015-01-01

    A flexible, rigorous laboratory experiment for upper-level biochemistry undergraduates is described that focuses on the Roundup Ready maize line. The work is appropriate for undergraduate laboratory courses that integrate biochemistry, molecular biology, or bioinformatics. In this experiment, DNA is extracted and purified from maize kernel and…

  3. Are Faculty Predictions or Item Taxonomies Useful for Estimating the Outcome of Multiple-Choice Examinations?

    ERIC Educational Resources Information Center

    Kibble, Jonathan D.; Johnson, Teresa

    2011-01-01

    The purpose of this study was to evaluate whether multiple-choice item difficulty could be predicted either by a subjective judgment by the question author or by applying a learning taxonomy to the items. Eight physiology faculty members teaching an upper-level undergraduate human physiology course consented to participate in the study. The…

  4. Teaching Tree Thinking in an Upper Level Organismal Biology Course: Testing the Effectiveness of a Multifaceted Curriculum

    ERIC Educational Resources Information Center

    Novick, Laura R.; Catley, Kefyn M.

    2018-01-01

    The ability to interpret and reason from Tree of Life diagrams is a key component of twenty-first century science literacy. This article reports on the authors' continued development of a multifaceted research-based curriculum--including an instructional booklet, lectures, laboratories and a field activity--to teach such tree thinking to biology…

  5. Computational Modeling of the Optical Rotation of Amino Acids: An "in Silico" Experiment for Physical Chemistry

    ERIC Educational Resources Information Center

    Simpson, Scott; Autschbach, Jochen; Zurek, Eva

    2013-01-01

    A computational experiment that investigates the optical activity of the amino acid valine has been developed for an upper-level undergraduate physical chemistry laboratory course. Hybrid density functional theory calculations were carried out for valine to confirm the rule that adding a strong acid to a solution of an amino acid in the l…

  6. A Constructivist Approach to Inquiry-Based Learning: A TUNEL Assay for the Detection of Apoptosis in Cheek Cells

    ERIC Educational Resources Information Center

    Correiro, Elizabeth E.; Griffin, Leanne R.; Hart, Peter E.

    2008-01-01

    A laboratory exercise is presented that incorporates constructivist principles into a learning experience designed for upper-level university biology courses. The specific objectives for this exercise are as follows: (1) To introduce students to cancer biology and to the regulation of programmed cell death as part of the cell cycle; (2) To engage…

  7. Site-Directed Mutagenesis Study of an Antibiotic-Sensing Noncoding RNA Integrated into a One-Semester Project-Based Biochemistry Lab Course

    ERIC Educational Resources Information Center

    Gerczei, Timea

    2017-01-01

    A laboratory sequence is described that is suitable for upper-level biochemistry or molecular biology laboratories that combines project-based and traditional laboratory experiments. In the project-based sequence, the individual laboratory experiments are thematically linked and aim to show how a bacterial antibiotic sensing noncoding RNA (the…

  8. Comparative Analysis of Classroom Speech in Upper Level Spanish College Courses: A Social Constructivist View

    ERIC Educational Resources Information Center

    Rondon-Pari, Graziela

    2011-01-01

    This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a…

  9. Utilizing Urban Environments for Effective Field Experiences

    NASA Astrophysics Data System (ADS)

    MacAvoy, S. E.; Knee, K.

    2014-12-01

    Research surveys suggest that students are demanding more applied field experiences from their undergraduate environmental science programs. For geoscience educators at liberal arts colleges without field camps, university vehicles, or even geology departments, getting students into the field is especially rewarding - and especially challenging. Here, we present strategies that we have used in courses ranging from introductory environmental science for non-majors, to upper level environmental methods and geology classes. Urban locations provide an opportunity for a different type of local "field-work" than would otherwise be available. In the upper-level undergraduate Environmental Methods class, we relied on a National Park area located a 10-minute walk from campus for most field exercises. Activities included soil analysis, measuring stream flow and water quality parameters, dendrochronology, and aquatic microbe metabolism. In the non-majors class, we make use of our urban location to contrast water quality in parks and highly channelized urban streams. Here we share detailed lesson plans and budgets for field activities that can be completed during a class period of 2.5 hours with a $75 course fee, show how these activities help students gain quantitative competency, and provide student feedback about the classes and activities.

  10. Developing and assessing research-based tools for teaching quantum mechanics and thermodynamics

    NASA Astrophysics Data System (ADS)

    Brown, Benjamin R.

    Research-based tools to educate college students in physics courses from introductory level to graduate level are essential for helping students with a diverse set of goals and backgrounds learn physics. This thesis explores issues related to student common difficulties with some topics in undergraduate quantum mechanics and thermodynamics courses. Student difficulties in learning quantum mechanics and thermodynamics are investigated by administering written tests and surveys to many classes and conducting individual interviews with a subset of students outside the class to unpack the cognitive mechanisms of the difficulties. The quantum mechanics research also focuses on using the research on student difficulties for the development and evaluation of a Quantum Interactive Learning Tutorial (QuILT) to help students learn about the time-dependence of expectation values using the context of Larmor precession of spin and evaluating the role of asking students to self-diagnose their mistakes on midterm examination on their performance on subsequent problem solving. The QuILT on Larmor precession of spin has both paper-pencil activities and a simulation component to help students learn these foundational issues in quantum mechanics. Preliminary evaluations suggest that the QuILT, which strives to help students build a robust knowledge structure of time-dependence of expectation values in quantum mechanics using a guided approach, is successful in helping students learn these topics in the junior-senior level quantum mechanics courses. The technique to help upper-level students in quantum mechanics courses effectively engage in the process of learning from their mistakes is also found to be effective. In particular, research shows that the self-diagnosis activity in upper-level quantum mechanics significantly helps students who are struggling and this activity can reduce the gap between the high and low achieving students on subsequent problem solving. Finally, a survey of Thermodynamic Processes and the First and Second Laws (STPFaSL) is developed and validated with the purpose of evaluating the effectiveness of these topics in a thermodynamics curriculum. The validity and reliability of this survey are discussed and the student difficulties with these topics among various groups from introductory students to physics graduate students are cataloged.

  11. Measuring Norfloxacin Binding to Trypsin Using a Fluorescence Quenching Assay in an Upper-Division, Integrated Laboratory Course

    ERIC Educational Resources Information Center

    Hicks, Katherine A.

    2016-01-01

    Fluorescence quenching assays are often used to measure dissociation constants that quantify the binding affinity between small molecules and proteins. In an upper-division undergraduate laboratory course, where students work on projects using a guided inquiry-based approach, a binding titration experiment at physiological pH is performed to…

  12. Formative Assessment and Increased Student Involvement Increase Grades in an Upper Secondary School Biology Course

    ERIC Educational Resources Information Center

    Granbom, Martin

    2016-01-01

    This study shows that formative methods and increased student participation has a positive influence on learning measured as grades. The study was conducted during the course Biology A in a Swedish Upper Secondary School. The students constructed grade criteria and defined working methods and type of examination within a given topic, Gene…

  13. How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses

    ERIC Educational Resources Information Center

    Juuti, Kalle; Lavonen, Jari

    2016-01-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine…

  14. Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

    PubMed Central

    Beck, Christopher W.; Blumer, Lawrence S.

    2016-01-01

    Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts. PMID:27810867

  15. Transforming a fourth year modern optics course using a deliberate practice framework

    NASA Astrophysics Data System (ADS)

    Jones, David J.; Madison, Kirk W.; Wieman, Carl E.

    2015-12-01

    [This paper is part of the Focused Collection on Upper Division Physics Courses.] We present a study of active learning pedagogies in an upper-division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15% improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier transforms, partial differential equations, and vector calculus), we expect the transformation process could be applied to most upper-division physics courses having a similar mathematical base.

  16. Using Lab Notebooks to Examine Students' Engagement in Modeling in an Upper-Division Electronics Lab Course

    ERIC Educational Resources Information Center

    Stanley, Jacob T.; Su, Weifeng; Lewandowski, H. J.

    2017-01-01

    We demonstrate how students' use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but the process of constructing, testing, and refining these models is much less common. We focus our attention on…

  17. Student Ownership of Projects in an Upper-Division Optics Laboratory Course: A Multiple Case Study of Successful Experiences

    ERIC Educational Resources Information Center

    Dounas-Frazer, Dimitri R.; Stanley, Jacob T.; Lewandowski, H. J.

    2017-01-01

    We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis…

  18. The Use of Mock NSF-type Grant Proposals and Blind Peer Review as the Capstone Assignment in Upper-Level Neurobiology and Cell Biology Courses

    PubMed Central

    Itagaki, Haruhiko

    2013-01-01

    Although the use of grant proposals and blind peer review are standard in the natural sciences, their use as a pedagogical tool is rarely mentioned in the literature. As a consequence of dissatisfaction with term papers and literature reviews as the capstone writing experience in 300-level undergraduate biology courses, I have been experimenting with mock NSF-type grant proposals followed by blind peer review as the major assignment in my junior/senior-level classes. The improvement in educational outcomes and competencies due to this assignment appears to be substantial and worth the additional effort on both the students’ and instructor’s parts. Here, I outline the mechanics of this assignment and its advantages and disadvantages as well as the type of curriculum that is required to support this type of capstone assignment. PMID:24319395

  19. The Effect of Imagery Instruction on Vocabulary Development. College Reading and Learning Assistance Technical Report No. 87-05.

    ERIC Educational Resources Information Center

    Smith, Brenda D.; And Others

    To explore the usefulness of imagery as a learning tool in a classroom situation, this study investigated whether a visual image has an additive effect on the recall of definitions of previously unknown English words. One-hundred-forty-two students enrolled in six sections of an upper level developmental reading course at Georgia State University…

  20. Improving Student Motivation in Secondary Mathematics by the Use of Cooperative Learning.

    ERIC Educational Resources Information Center

    Bouris, Randy; Creel, Holly; Stortz, Barry

    This report examines the problem of a lack of motivation in secondary mathematics students. A large percentage of our students view upper level math courses as only a means to an end. They lack self motivation and are driven by either parental concerns or the desire to score well on college entrance exams. They see very little transfer from the…

  1. Selection, Evaluation, and Modification of a Standard Operating Procedure as a Mechanism for Introducing an Undergraduate Student to Chemical Research: A Case Study

    ERIC Educational Resources Information Center

    Claycomb, Gregory D.; Venable, Frances A.

    2015-01-01

    In an effort to broaden the selection of research opportunities available to a student registered in a one-semester, upper-level independent study course at a primarily undergraduate institution (PUI), a highly motivated student was asked to select, evaluate, and modify a standard operating procedure (SOP). The student gained valuable experience…

  2. Infrared Spectroscopy as a Preview of Coming Attractions: Teaching Chemistry with Instrumental Methods at Two-Year Colleges

    ERIC Educational Resources Information Center

    Brown, David R.; Bushey, Michelle

    2010-01-01

    Two-year colleges (2YCs) provide a significant amount of chemical education to undergraduates in the United States. By design, the charge of the 2YCs is to provide coursework at the lower-division level. Nonetheless, general chemistry courses in 2YCs can be enhanced with content to prepare future chemistry majors for upper-division education. The…

  3. A Case Study Investigating the Use of Facebook as a Learning Management System in Higher Education

    ERIC Educational Resources Information Center

    Gutschmidt, Adam M.

    2012-01-01

    This dissertation addresses the issue of using the social networking website, Facebook, for educational purposes by examining how it was used in an upper-level public relations course. Research on education suggests instructors should find ways for their students to take a more active approach in learning and can do so by having them engage in…

  4. Implementation of Protocols to Enable Doctoral Training in Physical and Computational Chemistry of a Blind Graduate Student

    ERIC Educational Resources Information Center

    Minkara, Mona S.; Weaver, Michael N.; Gorske, Jim; Bowers, Clifford R.; Merz, Kenneth M., Jr.

    2015-01-01

    There exists a sparse representation of blind and low-vision students in science, technology, engineering and mathematics (STEM) fields. This is due in part to these individuals being discouraged from pursuing STEM degrees as well as a lack of appropriate adaptive resources in upper level STEM courses and research. Mona Minkara is a rising fifth…

  5. The Solar-Terrestrial Environment

    NASA Astrophysics Data System (ADS)

    Hargreaves, John Keith

    1995-05-01

    The book begins with three introductory chapters that provide some basic physics and explain the principles of physical investigation. The principal material contained in the main part of the book covers the neutral and ionized upper atmosphere, the magnetosphere, and structures, dynamics, disturbances, and irregularities. The concluding chapter deals with technological applications. The account is introductory, at a level suitable for readers with a basic background in engineering or physics. The intent is to present basic concepts, and for that reason, the mathematical treatment is not complex. SI units are given throughout, with helpful notes on cgs units where these are likely to be encountered in the research literature. This book is suitable for advanced undergraduate and graduate students who are taking introductory courses on upper atmospheric, ionospheric, or magnetospheric physics. This is a successor to The Upper Atmosphere and Solar-Terrestrial Relations, published in 1979.

  6. Human Xq28 inversion polymorphism: From sex linkage to Genomics--A genetic mother lode.

    PubMed

    Kirby, Cait S; Kolber, Natalie; Salih Almohaidi, Asmaa M; Bierwert, Lou Ann; Saunders, Lori; Williams, Steven; Merritt, Robert

    2016-01-01

    An inversion polymorphism of the filamin and emerin genes at the tip of the long arm of the human X-chromosome serves as the basis of an investigative laboratory in which students learn something new about their own genomes. Long, nearly identical inverted repeats flanking the filamin and emerin genes illustrate how repetitive elements can lead to alterations in genome structure (inversions) through nonallelic homologous recombination. The near identity of the inverted repeats is an example of concerted evolution through gene conversion. While the laboratory in its entirety is designed for college level genetics courses, portions of the laboratory are appropriate for courses at other levels. Because the polymorphism is on the X-chromosome, the laboratory can be used in introductory biology courses to enhance understanding of sex-linkage and to test for Hardy-Weinberg equilibrium in females. More advanced topics, such as chromosome interference, the molecular model for recombination, and inversion heterozygosity suppression of recombination can be explored in upper-level genetics and evolution courses. DNA isolation, restriction digests, ligation, long PCR, and iPCR provide experience with techniques in molecular biology. This investigative laboratory weaves together topics stretching from molecular genetics to cytogenetics and sex-linkage, population genetics and evolutionary genetics. © 2016 The International Union of Biochemistry and Molecular Biology.

  7. Underfed stoker boiler for burning bituminous coal and other solid fuel particles

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

    Marcotte, R.P.; Dumont, J.W. Jr.

    1987-10-06

    An automatic stoker boiler is described for space or process heating with steam or hot water. The boiler includes a heat transfer compartment having a water inlet and an outlet for steam or hot water, an exhaust, a combustion chamber, a transverse partition in the chamber, drive and driven shafts below the chamber, sprockets supported by the shaft and an endless belt of the link type trained about the sprockets. There are also means to deliver underfire air upwardly through the upper course. The upper portion has a throat opening adjacent to the second end, heat exchanging passageways extending throughmore » the compartment, means to deliver overfire air into the chamber, means to deliver solid fuel particles to the upper course adjacent to the first end, means in the exhaust operable to induce draft in the upper portion and control means operable to effect the advance of the belt. There are means operable to deliver solid fuel to the upper course in predetermined, proportional increments, means to vary the induced draft by predetermined, proportional increments and means to adjust the underfire air volume by predetermined, proportional increments.« less

  8. Common data items in seven European oesophagogastric cancer surgery registries: towards a European upper GI cancer audit (EURECCA Upper GI).

    PubMed

    de Steur, W O; Henneman, D; Allum, W H; Dikken, J L; van Sandick, J W; Reynolds, J; Mariette, C; Jensen, L; Johansson, J; Kolodziejczyk, P; Hardwick, R H; van de Velde, C J H

    2014-03-01

    Seven countries (Denmark, France, Ireland, the Netherlands, Poland, Sweden, United Kingdom) collaborated to initiate a EURECCA (European Registration of Cancer Care) Upper GI project. The aim of this study was to identify a core dataset of shared items in the different data registries which can be used for future collaboration between countries. Item lists from all participating Upper GI cancer registries were collected. Items were scored 'present' when included in the registry, or when the items could be deducted from other items in the registry. The definition of a common item was that it was present in at least six of the seven participating countries. The number of registered items varied between 40 (Poland) and 650 (Ireland). Among the 46 shared items were data on patient characteristics, staging and diagnostics, neoadjuvant treatment, surgery, postoperative course, pathology, and adjuvant treatment. Information on non-surgical treatment was available in only 4 registries. A list of 46 shared items from seven participating Upper GI cancer registries was created, providing a basis for future quality assurance and research in Upper GI cancer treatment on a European level. Copyright © 2013 Elsevier Ltd. All rights reserved.

  9. Using the Principles of BIO2010 to Develop an Introductory, Interdisciplinary Course for Biology Students

    PubMed Central

    Adams, Peter; Goos, Merrilyn

    2010-01-01

    Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council's BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses. PMID:20810961

  10. Exploring the Nature of the H[subscript 2] Bond. 2. Using Ab Initio Molecular Orbital Calculations to Obtain the Molecular Constants

    ERIC Educational Resources Information Center

    Halpern, Arthur M.; Glendening, Eric D.

    2013-01-01

    A project for students in an upper-level course in quantum or computational chemistry is described in which they are introduced to the concepts and applications of a high quality, ab initio treatment of the ground-state potential energy curve (PEC) for H[subscript 2] and D[subscript 2]. Using a commercial computational chemistry application and a…

  11. Senior Citizens and Junior Writers--A Center for Exchange: Retired Professionals as Writing Laboratory Tutors for Students Enrolled in Upper-Level Pre-Professional University Writing Courses.

    ERIC Educational Resources Information Center

    Kleimann, Susan; Meyers, G. Douglas

    The writing center at a Maryland university prepares third-year students for nonacademic, preprofessional writing by using retired professionals as tutors. These tutors are trained by discussing readings centered around the Aristotelean schema of ethos, logos, and pathos and the more recent conception of writing as a problem-solving process. The…

  12. Interpersonal Stance in L1 and L2 Students' Argumentative Writing in Economics: Implications for Faculty Development in WAC/WID Programs

    ERIC Educational Resources Information Center

    Lancaster, Zak

    2011-01-01

    This article offers a linguistic analysis of interpersonal stancetaking in four argumentative term papers written in an upper-level undergraduate course in economics. Two of the papers were written by English L2 writers who experienced particular difficulty with the assignment and two by English L1 writers who received the highest grades among the…

  13. Of Water Balloons and History: Using Wargames as Active Learning Tools to Teach the Historical Process

    ERIC Educational Resources Information Center

    Browning, Judkin

    2009-01-01

    Each fall semester, on the first day of class of his upper-level American Military History course, the author informs his students that a major part of the class consists of a wargame in which they will participate. In this article, the author describes briefly how the class will be divided into two teams, and that on a specific evening during the…

  14. Should Computing Be Taught in Single-Sex Environments? An Analysis of the Computing Learning Environment of Upper Secondary Students

    ERIC Educational Resources Information Center

    Logan, Keri

    2007-01-01

    It has been well established in the literature that girls are turning their backs on computing courses at all levels of the education system. One reason given for this is that the computer learning environment is not conducive to girls, and it is often suggested that they would benefit from learning computing in a single-sex environment. The…

  15. A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment.

    PubMed

    Couch, Brian A; Knight, Jennifer K

    2015-12-01

    Concept assessments are used commonly in undergraduate science courses to assess student learning and diagnose areas of student difficulty. While most concept assessments align with the content of individual courses or course topics, some concept assessments have been developed for use at the programmatic level to gauge student progress and achievement over a series of courses or an entire major. The broad scope of a program-level assessment, which exceeds the content of any single course, creates several test administration issues, including finding a suitable time for students to take the assessment and adequately incentivizing student participation. These logistical considerations must also be weighed against test security and the ability of students to use unauthorized resources that could compromise test validity. To understand how potential administration methods affect student outcomes, we administered the Molecular Biology Capstone Assessment (MBCA) to three pairs of matched upper-division courses in two ways: an online assessment taken by students outside of class and a paper-based assessment taken during class. We found that overall test scores were not significantly different and that individual item difficulties were highly correlated between these two administration methods. However, in-class administration resulted in reduced completion rates of items at the end of the assessment. Taken together, these results suggest that an online, outside-of-class administration produces scores that are comparable to a paper-based, in-class format and has the added advantages that instructors do not have to dedicate class time and students are more likely to complete the entire assessment.

  16. The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.

    PubMed

    Sparks-Thissen, Rebecca L

    2017-02-01

    Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  17. Examples of Information Technology in Field-based Educational Settings

    NASA Astrophysics Data System (ADS)

    Knoop, P.; van der Pluijm, B.; Dey, E.; Burn, H.

    2007-12-01

    Over the last five years we have utilized ruggedized Tablet PCs and Pocket PCs in a variety of summer field courses at our Camp Davis Rocky Mountain Field Station, near Jackson, WY, as well as during departmental field trips. The courses involved range from upper-level field geology to lower-level introductory geology, as well as a mid-level environmental science course. During this period we gained a lot of experience with how to integrate information technology in field courses and field trips, as we experimented with a range of hardware and software combinations as well as different teaching approaches, some more successful than others. During much of this time we have also collaborated with external educational researchers to help us assess and understand the impact of this evolving approach to field-based instruction. Presented here are some example cases of how information technology can be used in the field for educational purposes, such as mapping projects in field courses, as a digital field notebook and reference library on field trips, and to support a mobile classroom while students are dispersed among vehicles or across a field area. We also present results from the educational evaluation of this work, which indicate that students see information technology as an important tool for their work, rather than as a novelty, and that it provides them with important visualization capabilities to enhance their understand that are not available with traditional paper mapping techniques.

  18. Daily physical activity assessment: what is the importance of upper limb movements vs whole body movements?

    PubMed

    Kumahara, H; Tanaka, H; Schutz, Y

    2004-09-01

    The movement of the upper limbs (eg fidgeting-like activities) is a meaningful component of nonexercise activity thermogenesis (NEAT). This study examined the relationship between upper limb movements and whole body trunk movements, by simultaneously measuring energy expenditure during the course of the day. A cross-sectional study consisting of 88 subjects with a wide range in body mass index (17.3-32.5 kg/m(2)). The energy expenditure over a 24-h period was measured in a large respiratory chamber. The body movements were assessed by two uniaxial-accelerometers during daytime, one on the waist and the other on the dominant arm. The accelerometry scores from level 0 (=immobile) up to level 9 (=maximal intensity) were recorded. The activities of subjects were classified into eight categories: walking at two speeds on a horizontal treadmill (A & B), ambling (C), self-care tasks (D), desk work (E), meals (F), reading (G), watching TV (H). There was a significant relationship between the accelerometry scores from the waist (ACwaist) and that from the wrist (ACwrist) over the daytime period (R(2)=0.64; P<0.001). The ACwrist was systematically higher than the ACwaist during sedentary activities, whereas it was the reverse for walking activities. ACwrist to ACwaist ratio of activities E-H were above 1.0 and for walking activities (A-C) were below 1.0. A multiple regression analysis for predicting daytime energy expenditure revealed that the explained variance improved by 2% only when the ACwrist was added as a second predictor in addition to the ACwaist. This indicates that the effect of the ACwrist for predicting energy expenditure was of limited importance in our conditions of measurement. The acceleration of the upper limbs which includes fidgeting is more elevated than that of the whole body for sitting/lying down activities. However, their contribution to energy expenditure is lower than whole body trunk movements, thus indicating that the weight-bearing locomotion activities may be a key component of NEAT. However, its contribution may depend on the total duration of the upper limb movements during the course of the day.

  19. Ancient Egypt: History 380.

    ERIC Educational Resources Information Center

    Turk, Laraine D.

    "Ancient Egypt," an upper-division, non-required history course covering Egypt from pre-dynastic time through the Roman domination is described. General descriptive information is presented first, including the method of grading, expectation of student success rate, long-range course objectives, procedures for revising the course, major…

  20. An Undergraduate Laboratory Experiment for Upper-Level Forensic Science, Biochemistry, or Molecular Biology Courses: Human DNA Amplification Using STR Single Locus Primers by Real-Time PCR with SYBR Green Detection

    ERIC Educational Resources Information Center

    Elkins, Kelly M.; Kadunc, Raelynn E.

    2012-01-01

    In this laboratory experiment, real-time polymerase chain reaction (real-time PCR) was conducted using published human TPOX single-locus DNA primers for validation and various student-designed short tandem repeat (STR) primers for Combined DNA Index System (CODIS) loci. SYBR Green was used to detect the amplification of the expected amplicons. The…

  1. CREATE cornerstone: introduction to scientific thinking, a new course for STEM-interested freshmen, demystifies scientific thinking through analysis of scientific literature.

    PubMed

    Gottesman, Alan J; Hoskins, Sally G

    2013-01-01

    The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students' critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates' epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study.

  2. CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

    PubMed Central

    Gottesman, Alan J.; Hoskins, Sally G.

    2013-01-01

    The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study. PMID:23463229

  3. Global warming /climate change: Involving students using local example.

    NASA Astrophysics Data System (ADS)

    Isiorho, S. A.

    2016-12-01

    The current political climate has made it apparent that the general public does not believe in global warming. Also, there appears to be some confusion between global warming and climate change; global warming is one aspect of climate change. Most scientists believe there is climate change and global warming, although, there is still doubt among students on global warming. Some upper level undergraduate students are required to conduct water level/temperature measurements as part of their course grade. In addition to students having their individual projects, the various classes also utilize a well field within a wetland on campus to conduct group projects. Twelve wells in the well field on campus are used regularly by students to measure the depth of groundwater, the temperature of the waters and other basic water chemistry parameters like pH, conductivity and total dissolved solid (TDS) as part of the class group project. The data collected by each class is added to data from previous classes. Students work together as a group to interpret the data. More than 100 students have participated in this venture for more than 10 years of the four upper level courses: hydrogeology, environmental and urban geology, environmental conservation and wetlands. The temperature trend shows the seasonal variation as one would expect, but it also shows an upward trend (warming). These data demonstrate a change in climate and warming. Thus, the students participated in data collection, learn to write report and present their result to their peers in the classrooms.

  4. The peculiarities of food allergies in accordance with the level of injury of respiratory tract in children of Eastern Siberia.

    PubMed

    Borisova, Irina V; Smirnova, Svetlana V

    2013-01-01

    To determine the course of food allergy in accordance with the level of respiratory tract injury in children of Eastern Siberia. We have examined 70 children aged 2-16 , who have food sensibilization. We divided them into 2 groups: group I (n = 32) with diseases of the upper and middle respiratory tract; and group II (n = 38) with diseases of the lower respiratory tract. Allergological medical history, clinical laboratory examination and immunological examination, including the determination of IgA, IgM, IgG and IgE in blood serum. In cases where causal allergens were found, elimination diets were recommended. Onset of upper respiratory tract injury in group I was more often registered in children aged 0-1; in group II, it was in the 3-7 age group. Isolated food sensibilization was more often marked in group I as compared to group II. Atopic mechanisms of respiratory tract injuries were more often registered in group II children. In the course of the elimination diet, we marked positive dynamics in 100% of group I and in 75% of group II. The most frequent allergens that cause respiratory forms of food allergy are hen eggs, cow milk, nutritive cereals, vegetables and fruit. Indices of a humoral link of immunity in the examined patients were more often registered as normal or their level is increased. Timely etiotropic therapy in the majority of cases allows for a stabilization of allergic inflammation.

  5. The Rhetoric of Campus Architecture

    ERIC Educational Resources Information Center

    Smith, Cynthia Duquette

    2016-01-01

    The group activity described in this article was originally designed for an upper-division undergraduate course on Rhetoric and Architecture, but would also be well suited for courses in Persuasion, Rhetorical Criticism, or Visual Rhetoric. Any undergraduate course related to communication and design (including Advertising) could make excellent…

  6. Student understanding of time dependence in quantum mechanics

    NASA Astrophysics Data System (ADS)

    Emigh, Paul J.; Passante, Gina; Shaffer, Peter S.

    2015-12-01

    [This paper is part of the Focused Collection on Upper Division Physics Courses.] The time evolution of quantum states is arguably one of the more difficult ideas in quantum mechanics. In this article, we report on results from an investigation of student understanding of this topic after lecture instruction. We demonstrate specific problems that students have in applying time dependence to quantum systems and in recognizing the key role of the energy eigenbasis in determining the time dependence of wave functions. Through analysis of student responses to a set of four interrelated tasks, we categorize some of the difficulties that underlie common errors. The conceptual and reasoning difficulties that have been identified are illustrated through student responses to four sets of questions administered at different points in a junior-level course on quantum mechanics. Evidence is also given that the problems persist throughout undergraduate instruction and into the graduate level.

  7. Transforming the advanced lab: Part I - Learning goals

    NASA Astrophysics Data System (ADS)

    Zwickl, Benjamin; Finkelstein, Noah; Lewandowski, H. J.

    2012-02-01

    Within the physics education research community relatively little attention has been given to laboratory courses, especially at the upper-division undergraduate level. As part of transforming our senior-level Optics and Modern Physics Lab at the University of Colorado Boulder we are developing learning goals, revising curricula, and creating assessments. In this paper, we report on the establishment of our learning goals and a surrounding framework that have emerged from discussions with a wide variety of faculty, from a review of the literature on labs, and from identifying the goals of existing lab courses. Our goals go beyond those of specific physics content and apparatus, allowing instructors to personalize them to their contexts. We report on four broad themes and associated learning goals: Modeling (math-physics-data connection, statistical error analysis, systematic error, modeling of engineered "black boxes"), Design (of experiments, apparatus, programs, troubleshooting), Communication, and Technical Lab Skills (computer-aided data analysis, LabVIEW, test and measurement equipment).

  8. More than a Picture: Helping Undergraduates Learn to Communicate through Scientific Images

    PubMed Central

    Watson, Fiona L.

    2008-01-01

    Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course. PMID:18316805

  9. Anatomy-based image processing analysis of the running pattern of the perioral artery for minimally invasive surgery.

    PubMed

    Lee, Sang-Hee; Lee, Minho; Kim, Hee-Jin

    2014-10-01

    We aimed to elucidate the tortuous course of the perioral artery with the aid of image processing, and to suggest accurate reference points for minimally invasive surgery. We used 59 hemifaces from 19 Korean and 20 Thai cadavers. A perioral line was defined to connect the point at which the facial artery emerged on the mandibular margin, and the ramification point of the lateral nasal artery and the inferior alar branch. The course of the perioral artery was reproduced as a graph based on the perioral line and analysed by adding the image of the artery using MATLAB. The course of the artery could be classified into 2 according to the course of the alar branch - oblique and vertical. Two distinct inflection points appeared in the course of the artery along the perioral line at the ramification points of the alar branch and the inferior labial artery, respectively, and the course of the artery across the face can be predicted based on the following references: the perioral line, the ramification point of the alar branch (5∼10 mm medial to the perioral line at the level of the lower third of the upper lip) and the inferior labial artery (5∼10 mm medial to the perioral line at the level of the middle of the lower lip). Copyright © 2014 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

  10. Lernpunkt Deutsch--Stage 1.

    ERIC Educational Resources Information Center

    Theil, Elvira

    1997-01-01

    Evaluates the first stage of "Lernpunkt Deutsch," a new three-stage German course designed for upper elementary and early secondary school. Describes the publisher's package of materials and the appropriateness of the course, utility of the different package elements, format of the materials, and assesses whether the course provides pedagogically…

  11. Development of a Traditional/Computer-aided Graphics Course for Engineering Technology.

    ERIC Educational Resources Information Center

    Anand, Vera B.

    1985-01-01

    Describes a two-semester-hour freshman course in engineering graphics which uses both traditional and computerized instruction. Includes course description, computer graphics topics, and recommendations. Indicates that combining interactive graphics software with development of simple programs gave students a better foundation for upper-division…

  12. Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

    NASA Astrophysics Data System (ADS)

    Li, Jing; Singh, Chandralekha

    2017-03-01

    Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average performance in a class is significantly better than those of students in traditionally taught courses described here (and particularly when it is comparable to that of physics PhD students’ average performance discussed here), the curriculum or pedagogy used in that introductory class can be deemed effective. Moreover, we discuss the use of the survey to investigate gender differences in student performance.

  13. Examining issues of underrepresented minority students in introductory physics

    NASA Astrophysics Data System (ADS)

    Watkins, Jessica Ellen

    In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

  14. A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

    NASA Astrophysics Data System (ADS)

    Mack, Michael Ryan

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

  15. Introductory life science mathematics and quantitative neuroscience courses.

    PubMed

    Duffus, Dwight; Olifer, Andrei

    2010-01-01

    We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses.

  16. On Developing the Writing Skills Course for Accounting Students

    ERIC Educational Resources Information Center

    Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.

    2010-01-01

    The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…

  17. Blogging in the Communication Technology Course

    ERIC Educational Resources Information Center

    Platt, Carrie Anne

    2011-01-01

    This article describes an assignment that was developed for an undergraduate course on communication technologies taught at a public university in the Upper Midwest. The course focuses on the impact of new media technologies on traditional media industries and contemporary culture, and is taken by students majoring in journalism, public relations,…

  18. The Arithmetic Project Course for Teachers - 8. Topic: Lower Brackets and Upper Brackets. Supplement: Arithmetic With Frames.

    ERIC Educational Resources Information Center

    Education Development Center, Inc., Newton, MA.

    This is one of a series of 20 booklets designed for participants in an in-service course for teachers of elementary mathematics. The course, developed by the University of Illinois Arithmetic Project, is designed to be conducted by local school personnel. In addition to these booklets, a course package includes films showing mathematics being…

  19. Learning to Write Like a Scientist: A Writing-Intensive Course for Microbiology/Health Science Students †

    PubMed Central

    Grzyb, Kimi; Snyder, Wesley; Field, Katharine G.

    2018-01-01

    Learning the tools and conventions of expert communication in the sciences provides multiple benefits to bioscience students, yet often these skills are not formally taught. To address this need, we designed a writing-intensive microbiology course on emerging infectious diseases to provide upper-division students with science-specific writing skills along with disciplinary course content. The course followed the guidelines of our university’s Writing Intensive Curriculum (WIC) program. Students wrote a press release, a case study, a controversy/position paper, and a grant prospectus, and revised drafts after feedback. To assess the course, in 2015 and 2016 we administered pre-post surveys and collected writing samples for analysis. Students reported on their experience, training, skills, and knowledge before taking the course. They then rated the extent to which the assignments, lectures, in-class activities, and writing activities contributed to their attainment of the learning outcomes of the course. Students entering the class were inexperienced in tools of science writing and the specific genres covered by the class. Their confidence levels rose in both skills and knowledge. Feedback from instructors was cited as most helpful in the majority of the areas where students reported the most gains. The survey provided evidence that discipline-specific knowledge had been acquired through writing activities. Teaching science writing by allowing the students to write “fiction” (e.g., a case report about a fictional patient) was effective in maintaining a high level of interest, both in learning the conventions of the genre and in seeking out detailed information about emerging infectious diseases. Both the course structure and the specific assignments would be useful at other institutions to teach science writing. PMID:29904515

  20. Putting the "social" Back in "socially Constructed": Revising the Teaching of Psychology as and in Collaboration

    NASA Astrophysics Data System (ADS)

    Cassidy, Kimberly Wright; Cook-Sather, Alison

    This essay explores how two women teaching at a women's college worked together to foster and enact a radical revision of an upper-level developmental psychology course through two forms of collaboration. One form of collaboration was between the two faculty members, who work in different disciplines and embraced different pedagogical approaches, and the other was between one of those faculty members and her students. Written collaboratively as well, this essay describes the process of changing the course and includes both faculty members' and students' perspectives on those changes. The discussion of this process highlights the benefits of forging and sustaining vital connections between and among teachers, learners, and their subject matter.

  1. A systemic analysis of cheating in an undergraduate engineering mechanics course.

    PubMed

    Bertram Gallant, Tricia; Van Den Einde, Lelli; Ouellette, Scott; Lee, Sam

    2014-03-01

    Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics.

  2. Genotoxic Potential and Physicochemical Parameters of Sinos River, Southern Brazil

    PubMed Central

    Scalon, Madalena C. S.; Rechenmacher, Ciliana; Siebel, Anna Maria; Kayser, Michele L.; Rodrigues, Manoela T.; Maluf, Sharbel W.; Rodrigues, Marco Antonio S.

    2013-01-01

    The present study aimed to evaluate the physicochemical parameters and the genotoxic potential of water samples collected in the upper, middle, and lower courses of the Sinos River, southern Brazil. The comet assay was performed in the peripheral blood of fish Hyphessobrycon luetkenii exposed under laboratory conditions to water samples collected in summer and winter in three sampling sites of Sinos River. Water quality analysis demonstrated values above those described in Brazilian legislation in Parobé and Sapucaia do Sul sites, located in the middle and in the lower courses of the Sinos River, respectively. The Caraá site, located in the upper river reach, presented all the physicochemical parameters in accordance with the allowed limits in both sampling periods. Comet assay in fish revealed genotoxicity in water samples collected in the middle course site in summer and in the three sites in winter when compared to control group. Thus, the physicochemical parameters indicated that the water quality of the upper course complies with the limits set by the national guidelines, and the ecotoxicological assessment, however, indicated the presence of genotoxic agents. The present study highlights the importance of combining water physicochemical analysis and bioassays to river monitoring. PMID:24285934

  3. Introductory Life Science Mathematics and Quantitative Neuroscience Courses

    PubMed Central

    Olifer, Andrei

    2010-01-01

    We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses. PMID:20810971

  4. Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

    PubMed Central

    Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

  5. Verbal final exam in introductory biology yields gains in student content knowledge and longitudinal performance.

    PubMed

    Luckie, Douglas B; Rivkin, Aaron M; Aubry, Jacob R; Marengo, Benjamin J; Creech, Leah R; Sweeder, Ryan D

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p < 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning.

  6. Redesigning a Course to Help Students Achieve Higher-Order Cognitive Thinking Skills: From Goals and Mechanics to Student Outcomes

    ERIC Educational Resources Information Center

    Casagrand, Janet; Semsar, Katharine

    2017-01-01

    Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures,…

  7. Grades and Withdrawal Rates in Cell Biology and Genetics Based upon Institution Type for General Biology and Implications for Transfer Articulation Agreements

    ERIC Educational Resources Information Center

    Regier, Kimberly Fayette

    2016-01-01

    General biology courses (for majors) are often transferred from one institution to another. These courses must prepare students for upper division courses in biology. In Colorado, a Biology Transfer Articulation Agreement that includes general biology has been created across the state. An evaluation was conducted of course grades in two upper…

  8. Hybrid Course Design: A Different Type of Polymer Blend

    ERIC Educational Resources Information Center

    Pilcher, Spence C.

    2017-01-01

    An upper-division undergraduate polymer chemistry course was developed as a blended/hybrid course. The students met face-to-face once a week for 75 min with all other components being available online. Face-to-face meetings were used for class discussions/problem-based lectures, student presentations, hands-on activities, and examinations. Online…

  9. Developing a "Gateway" Course to Prepare Nontraditional Students for Success in Upper-Division Science Courses

    ERIC Educational Resources Information Center

    Davies-Vollum, Katherine Sian; Greengrove, Cheryl

    2010-01-01

    In times of economic downturn, college enrollments often increase. Entering students may come from diverse educational backgrounds and bring variable skill sets. In this article, the authors describe a skills-focused course developed to ensure that transfer and nontraditional students returning to education are prepared to succeed in…

  10. Women and Mass Media Course Outline.

    ERIC Educational Resources Information Center

    Hill, Janellen

    A complete upper division or graduate course outline for examining the media's effects on sex role stereotyping of women in society is presented in this paper. Various sections of the paper include (1) course objectives designed to explore how the media portrays women, how the media treats the changing role of women in society, and whether the…

  11. Engaging Students in Applied Electromagnetics at the University of San Diego

    ERIC Educational Resources Information Center

    Lumori, M. L. D.; Kim, E. M.

    2010-01-01

    Two possible topical approaches that have been applied to teaching an upper-division undergraduate electrical engineering applied electromagnetics course are presented. Each approach was applied to one of two offerings of the course, taught in different semesters. In either case, the course includes the study of electromagnetic theory and…

  12. Theology in Ecological Perspective: An Interdisciplinary, Inquiry-Based Experiment

    ERIC Educational Resources Information Center

    Butkus, Russell A.; Kolmes, Steven A.

    2008-01-01

    As the result of an extensive self-study for the purpose of reaccreditation, the Department of Theology at The University of Portland began offering a new series of courses called Theological Perspective Courses (THEP). THEP courses are upper division and offered by theology faculty in conjunction with another department that has required core…

  13. Medieval Cities of Europe: Click, Tweet, Map, and Present

    ERIC Educational Resources Information Center

    Reyerson, Kathryn; Mummey, Kevin; Higdon, Jude

    2011-01-01

    During spring semester 2010, a long-standing upper-division lecture course, Medieval Cities of Europe, 500-1500 CE, underwent a course transformation. The goal was to address specific challenges with student engagement that the authors had experienced in the course in the past; their overarching strategy was to introduce technology into the course…

  14. Contrasting grading approaches in introductory physics and quantum mechanics: The case of graduate teaching assistants

    NASA Astrophysics Data System (ADS)

    Marshman, Emily; Sayer, Ryan; Henderson, Charles; Singh, Chandralekha

    2017-06-01

    At large research universities, physics graduate teaching assistants (TAs) are often responsible for grading in courses at all levels. However, few studies have focused on TAs' grading practices in introductory and advanced physics courses. This study was designed to investigate whether physics graduate TAs grade students in introductory physics and quantum mechanics using different criteria and if so, why they may be inclined to do so. To investigate possible discrepancies in TAs' grading approaches in courses at different levels, we implemented a sequence of instructional activities in a TA professional development course that asked TAs to grade student solutions of introductory physics and upper-level quantum mechanics problems and explain why, if at all, their grading approaches were different or similar in the two contexts. We analyzed the differences in TAs' grading approaches in the two contexts and discuss the reasons they provided for the differences in their grading approaches in introductory physics and quantum mechanics in individual interviews, class discussions, and written responses. We find that a majority of the TAs graded solutions to quantum mechanics problems differently than solutions to introductory physics problems. In quantum mechanics, the TAs focused more on physics concepts and reasoning and penalized students for not showing evidence of understanding. The findings of the study have implications for TA professional development programs, e.g., the importance of helping TAs think about the difficulty of a problem from an introductory students' perspective and reflecting on the benefits of formative assessment.

  15. Helping Your Local Amphibians (HYLA): An Internet-based Amphibian Course for Educators.

    ERIC Educational Resources Information Center

    Murphy, Tony P.

    2001-01-01

    Introduces an online zoology course that was offered primarily to upper elementary and middle school teachers in which teachers were expected to take action to help the local amphibian population. (Author/YDS)

  16. Metacognitive gimmicks and their use by upper level physics students

    NASA Astrophysics Data System (ADS)

    White, Gary; Sikorski, Tiffany-Rose; Landay, Justin

    2017-01-01

    We report on the initial phases of a study of three particular metacognitive gimmicks that upper-level physics students can use as a tool in their problem-solving kit, namely: checking units for consistency, discerning whether limiting cases match physical intuition, and computing numerical values for reasonable-ness. Students in a one semester Griffiths electromagnetism course at a small private urban university campus are asked to respond to explicit prompts that encourage adopting these three methods for checking answers to physics problems, especially those problems for which an algebraic expression is part of the final answer. We explore how, and to what extent, these students adopt these gimmicks, as well as the time development of their use. While the term ``gimmick'' carries with it some pejorative baggage, we feel it describes the essential nature of the pedagogical idea adequately in that it gets attention, is easy for the students to remember, and represents, albeit perhaps in a surface way, some key ideas about which professional physicists care.

  17. Integrating writing into an introductory environmental science curriculum: Perspectives from biology and physics

    NASA Astrophysics Data System (ADS)

    Selkin, P. A.; Cline, E. T.; Beaufort, A.

    2008-12-01

    In the University of Washington, Tacoma's Environmental Science program, we are implementing a curriculum-wide, scaffolded strategy to teach scientific writing. Writing in an introductory science course is a powerful means to make students feel part of the scientific community, an important goal in our environmental science curriculum. Writing is already an important component of the UW Tacoma environmental science program at the upper levels: our approach is designed to prepare students for the writing-intensive junior- and senior-level seminars. The approach is currently being tested in introductory biology and physics before it is incorporated in the rest of the introductory environmental science curriculum. The centerpiece of our approach is a set of research and writing assignments woven throughout the biology and physics course sequences. The assignments progress in their degree of complexity and freedom through the sequence of introductory science courses. Each assignment is supported by a number of worksheets and short written exercises designed to teach writing and critical thought skills. The worksheets are focused on skills identified both by research in science writing and the instructors' experience with student writing. Students see the assignments as a way to personalize their understanding of basic science concepts, and to think critically about ideas that interest them. We find that these assignments provide a good way to assess student comprehension of some of the more difficult ideas in the basic sciences, as well as a means to engage students with the challenging concepts of introductory science courses. Our experience designing these courses can inform efforts to integrate writing throughout a geoscience or environmental science curriculum, as opposed to on a course-by-course basis.

  18. Adaptive behaviour and motor skills in children with upper limb deficiency.

    PubMed

    Mano, Hiroshi; Fujiwara, Sayaka; Haga, Nobuhiko

    2018-04-01

    The dysfunction of individuals with upper limb deficiencies affects their daily lives and social participation. To clarify the adaptive behaviours and motor skills of children with upper limb deficiencies. Cross-sectional survey. The subjects were 10 children ranging from 1 to 6 years of age with unilateral upper limb deficiencies at the level distal to the elbow who were using only cosmetic or passive prostheses or none at all. To measure their adaptive behaviour and motor skills, the Vineland Adaptive Behavior Scales, Second Edition was used. They were evaluated on the domains of communication, daily living skills, socialization and motor skills. We also examined the relationship of the scores with age. There were no statistically significant scores for domains or subdomains. The domain standard score of motor skills was significantly lower than the median scores of the domains and was negatively correlated with age. Children with upper limb deficiencies have individual weaknesses in motor skill behaviours, and these weaknesses increase with age. It may be helpful in considering approaches to rehabilitation and the prescription of prostheses to consider the characteristics and course of children's motor skill behaviours. Clinical relevance Even if children with unilateral upper limb deficiencies seem to compensate well for their affected limb function, they have or will experience individual weaknesses in motor skills. We should take this into consideration to develop better strategies for rehabilitation and prostheses prescriptions.

  19. Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

    NASA Astrophysics Data System (ADS)

    Bouvier-Brown, N. C.

    2013-12-01

    Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

  20. Beyond the data - Topics that resonate with students when communicating basic climate science in a Geoscience course

    NASA Astrophysics Data System (ADS)

    Byrne, J. M.; McDaniel, S.; Graham, J.; Hoggan, J. C.

    2011-12-01

    Instructors will undoubtedly want to cover basic climate change science in undergraduate geosciences courses. When instructors have limited time in a course, they would like to know what topics will not only provide factual climate data, but also resonate with students. Instructors want to bring a variety of information to the classroom, but even if time allows, this can sometimes become too overwhelming and lead to diminishing returns. This study is based on a series of surveys conducted in an upper-division Air Pollution/Atmospheric Chemistry course at Loyola Marymount University to assess students' opinions on climate change, how these opinions change throughout the semester, and what teaching resources/topics were most effective in catalyzing those changes. Data will be presented to show that not only opinions, but also the level of student confidence in this politically-sensitive topic, shifted by the end of the semester. At the end of the semester, students evaluated their level of agreement with how much each specific topic presented significantly contributed to their understanding that 1) the climate is indeed changing, and 2) humans have a large role in climate change. In general, students find the timeline of the link between greenhouse gases and temperature particularly compelling. Lastly, even in this physical science course students clearly gained an appreciation for the role of science in politics and social justice. Not only is this a tenant of liberal arts education, but it seems as if students find this interdisciplinary connection empowering.

  1. Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course

    PubMed Central

    2005-01-01

    Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a “state-of-the-art” paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels. PMID:16341261

  2. Impact of historical science short stories on students' attitudes and NOS understanding

    NASA Astrophysics Data System (ADS)

    Hall, Garrett

    This study examines the impact of historical short stories on upper and lower level high school chemistry students in the second semester of a two-semester course at a large Midwestern suburban school. Research focused on improved understanding of six fundamental nature of science (NOS) concepts made explicit in the stories, recollection of historical examples from the stories that supported student NOS thinking; student attitudes toward historical stories in comparison to traditional textbook readings as well as student attitudes regarding scientists and the development of science ideas. Data collection included surveys over six NOS concepts, attitudes towards science and reading, and semi-structured interviews. Analysis of the data collected in this study indicated significant increases in understanding for three of the six NOS concepts within the upper-level students and one of the six concepts for lower level students. Students were able to draw upon examples from the stories to defend their NOS views but did so more frequently when responding verbally in comparison to written responses on the surveys. The analysis also showed that students in both levels would rather utilize historical short stories over a traditional textbook and found value in learning about scientists and how scientific ideas are developed.

  3. MORE BASIC COURSE.

    ERIC Educational Resources Information Center

    LEHR, MARIANNE; AND OTHERS

    THIS BASIC COURSE IN MORE, AN AFRICAN TONE LANGUAGE SPOKEN BY THE MOSSI PEOPLE OF UPPER VOLTA, IS INTENDED TO PROVIDE THE STUDENT WITH DIALOGS THAT RELATE TO SOME OF THE FIRST SITUATIONS IN WHICH HE IS LIKELY TO USE THE LANGUAGE, AS WELL AS WITH SYSTEMATIC PRACTICE IN ALL MAJOR POINTS OF GRAMMAR. THE COURSE COMPRISES 48 UNITS DIVIDED INTO THREE…

  4. Online Experiential Learning: Effective Applications for Geoscience Education

    NASA Astrophysics Data System (ADS)

    Matias, A.; Eriksson, S. C.

    2015-12-01

    Students today are rarely satisfied with a one-size-fits-all educational experience. The rapid changing landscape of the web and other technologies are breaking down communicationand geographic barries. More students are increasingly turning to the web for quality education that fits into their lives. As a result, higher education institutions are expanding their offerings through online courses. Nonetheless, online learning brings challenges as well as a fresh opportunityfor exploring practices not present in traditional higher education programs, particularly in the sciences. We are in a unique position to empower students to make strategic academic and professional decisions in global terms. Online learning, supportedwith hands-on and minds-on activities, actively engages student with critical thinking skills and higher level learning. This presentation will showcase examples from a series of geoscience and environmental science courses currently offered fully online at SUNY Empire State College (ESC). Taking advantage of the proliferation of tools currently available for online learning management systems, we will explore how we approach course developent to create an interactive learning environment. Students learn through case studies, group projects and understanding real-world issues while learning concepts. Particular focus will be given to an international collaboration with the Tecnologico de Monterrey, Chihuahua Campus. This collaboration took place during the Spring of 2015 with students from the fully-online, lower-level Geology and the Environment course at ESC and the upper-level, face-to-face Mobile Programming course in Mexico. Ultimately, the goal of this presentation is to show faculty members and afministrators the pedagogical principles and approach used with the expectation that it could help support development of online learning opportunities at their institutions.

  5. Astronomy Courses which Emphasize Communication Skills

    NASA Astrophysics Data System (ADS)

    Dinerstein, H. L.

    1998-12-01

    The ability to communicate effectively, both in oral and written form, is crucial for success in almost any career path. Furthermore, being able to effectively communicate information requires a high level of conceptual mastery of the material. For these reasons, I have incorporated practice in communication into courses at a variety of levels, ranging from non-science-major undergraduate courses to graduate courses. I briefly describe the content of these courses, particularly the communication-related component. The first, Ast 309N, ``Astronomy Bizarre: Stars and Stellar Evolution," is an elective which follows one semester of general introductory astronomy for non-majors. Instead of homework problems, the students complete a sequence of writing assignments of graduated complexity, beginning with simple tasks such as writing abstracts and critiques of assigned readings, and moving on to writing term papers which require literature research and a short science fiction story incorporating accurate depictions of relativistic effects. In Ast 175/275, a ``Journal Club" course for upper-division astronomy majors, students read articles in the professional literature and give short oral presentations to the rest of the class. To build up their understanding of a topic, we work through the ``paper trail" of key papers on topics with exciting recent developments, such as extrasolar planets, gravitational lenses, or gamma-ray bursts. Finally, in a seminar course for first-semester astronomy graduate students (Ast 185C) that broadly addresses professional development issues, I include a practice AAS oral session, with the students giving 5-minute presentations on a journal paper of their choice. This seminar course also examines career paths and employment trends, the peer review process for papers and proposals, professional norms and ethics, and other topics. Syllabi for these and other courses I teach regularly can be found from my home page (http://www.as.utexas.edu/astronomy/people/dinerstein).

  6. Cultural diversity among nursing students: reanalysis of the cultural awareness scale.

    PubMed

    Rew, Lynn; Becker, Heather; Chontichachalalauk, Jiraporn; Lee, H Y

    2014-02-01

    Nurses are educated to provide culturally competent care. Cultural competence begins with cultural awareness, a concept previously measured with the Cultural Awareness Scale (CAS). The purpose of this study was to reanalyze the CAS to determine construct validity and differences in cultural awareness among students of varying educational levels and experiences. The sample consisted of 150 nursing students (92% female, 33.6% racial minorities). Confirmatory factor analysis yielded three factors (CFI = 0.868, TLI = 0.854, RMSEA = 0.065, and SRMR = 0.086). Cronbach's alpha ranged from 0.70 to 0.89. There were significant differences among educational levels, with lower division BSN students generally scoring higher than upper division and master's of science in nursing students. Students who had taken courses on cultural diversity or global health generally outscored those who had not taken such courses. Findings support the validity of the CAS and its applicability to research studies of cultural awareness in nursing. Copyright 2014, SLACK Incorporated.

  7. Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course

    NASA Astrophysics Data System (ADS)

    Rosenzweig, Amanda H.

    Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students' grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students' final grades and class type, face-to-face or online, and instructor. Administrators, faculty and students can use this information to understand what needs to be done to successfully teach and enroll in biology courses, face-to-face or online. biology courses, online courses, face-to-face courses, class type, teacher influence, grades, CGPA, community college

  8. The embodiment of authentic leadership.

    PubMed

    Waite, Roberta; McKinney, Nicole; Smith-Glasgow, Mary Ellen; Meloy, Faye A

    2014-01-01

    Development of student leadership capacity and efficacy is critical to the nursing profession, and vital to this process is a strong foundation in critical thinking that includes a depth of understanding of self (i.e., authentic leadership development). This article will (a) present a theoretical overview of authentic leadership as compared with other popular leadership theories, (b) provide an overview of development/implementation of an authentic leadership course, the first in a series of six one-credit courses as an integral component of the Macy Undergraduate Leadership Fellows Program for upper-level nursing students, and (c) discuss related implications for nursing education. Findings from an investigator-developed quantitative pre-post survey and qualitative evaluation questions are provided. Student feedback regarding the comprehensive nature of the course was extremely positive and affirmed the value of introspection associated with authentic leadership in ongoing personal and professional development. Critical pedagogy and action-oriented learning strategies also proved beneficial to student engagement. Copyright © 2014 Elsevier Inc. All rights reserved.

  9. An Innovative, Multidisciplinary Educational Program in Interactive Information Storage and Retrieval. M.S. Thesis Final Report, 1 Jul. 1985 - 31 Dec. 1987

    NASA Technical Reports Server (NTRS)

    Dominick, Wayne D. (Editor); Gallagher, Mary C.

    1985-01-01

    There exists a large number of large-scale bibliographic Information Storage and Retrieval Systems containing large amounts of valuable data of interest in a wide variety of research applications. These systems are not used to capacity because the end users, i.e., the researchers, have not been trained in the techniques of accessing such systems. This thesis describes the development of a transportable, university-level course in methods of querying on-line interactive Information Storage and Retrieval systems as a solution to this problem. This course was designed to instruct upper division science and engineering students to enable these end users to directly access such systems. The course is designed to be taught by instructors who are not specialists in either computer science or research skills. It is independent of any particular IS and R system or computer hardware. The project is sponsored by NASA and conducted by the University of Southwestern Louisiana and Southern University.

  10. Wall extensibility and gravitropic curvature of sunflower hypocotyls: correlation between timing of curvature and changes in extensibility

    NASA Technical Reports Server (NTRS)

    Bagshaw, S. L.; Cleland, R. E.

    1990-01-01

    Gravitropic curvature results from unequal growth rates on the upper and lower sides of horizontal stems. These unequal growth rates could be due to differences in wall extensibility between the two sides. To test this, the time course of curvature of horizontal sunflower (Helianthus annuus L.) hypocotyls was determined and compared with the time courses of changes in Instron-measured wall extensibility (PEx) of the upper and lower epidermal layers. As gravicurvature developed, so did the difference in PEx between the upper and lower epidermis. The enhanced growth rate on the lower side during the period of maximum increase in curvature was matched by PEx values greater than those of the vertical control, while the inhibited growth rate on the upper side was accompanied by PEx values below that of the control. The close correlation between changes in growth rates and alterations in PEx demonstrates that changes in wall extensibility play a major role in controlling gravicurvature.

  11. Teachers' Perspectives of the New Western Australian Earth and Environmental Science Course: Lessons for the Australian Curriculum

    ERIC Educational Resources Information Center

    Dawson, Vaille; Moore, Leah

    2011-01-01

    In 2007, a new upper secondary course, Earth and Environmental Science (EES) was introduced in Western Australia. The development and implementation of the course was supported by Earth Science Western Australia (ESWA), a consortium of universities, the CSIRO and other organisations. The role of ESWA is to support the teaching of earth science in…

  12. Science Teachers' and Senior Secondary Schools Students' Perceptions of Earth and Environmental Science Topics

    ERIC Educational Resources Information Center

    Dawson, Vaille; Carson, Katherine

    2013-01-01

    This article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students' views about EES topics…

  13. Online Planetary Science Courses at Athabasca University

    NASA Astrophysics Data System (ADS)

    Connors, Martin; Munyikwa, Ken; Bredeson, Christy

    2016-01-01

    Athabasca University offers distance education courses in science, at freshman and higher levels. It has a number of geology and astronomy courses, and recently opened a planetary science course as the first upper division astronomy course after many years of offering freshman astronomy. Astronomy 310, Planetary Science, focuses on process in the Solar System on bodies other than Earth. This process-oriented course uses W. F. Hartmann's "Moons and Planets" as its textbook. It primarily approaches the subject from an astronomy and physics perspective. Geology 415, Earth's Origin and Early Evolution, is based on the same textbook, but explores the evidence for the various processes, events, and materials involved in the formation and evolution of Earth. The course provides an overview of objects in the Solar System, including the Sun, the planets, asteroids, comets, and meteoroids. Earth's place in the solar system is examined and physical laws that govern the motion of objects in the universe are looked at. Various geochemical tools and techniques used by geologists to reveal and interpret the evidence for the formation and evolution of bodies in the solar system as well as the age of earth are also explored. After looking at lines of evidence used to reconstruct the evolution of the solar system, processes involved in the formation of planets and stars are examined. The course concludes with a look at the origin and nature of Earth's internal structure. GEOL415 is a senior undergraduate course and enrols about 15-30 students annually. The courses are delivered online via Moodle and student evaluation is conducted through assignments and invigilated examinations.

  14. Open-ended projects in undergraduate optics and lasers courses

    NASA Astrophysics Data System (ADS)

    Hoyt, Chad

    This talk will describe the format and experience of undergraduate Lasers and Optics courses at Bethel University. The courses, which include a rigorous lecture portion, are built on open-ended research projects that have a novel aspect. They begin with four weeks of small student groups rotating between several standard laser and optics laboratory exercises. These may include, for example, alignment and characterization of a helium neon laser and measurements with a Michelson interferometer or a scanning Fabry-Pérot optical cavity. During the following seven weeks of the course, student groups (2-4 people) choose and pursue research questions in the lab. Their work culminates in a group manuscript typeset in and a twenty-minute presentation to the class. Projects in the spring, 2014 Optics course included experiments with ultracold lithium atoms in a magneto-optical trap, optical tweezers, digital holography and adaptive optics. Projects in the spring, 2015 Lasers course included ultrafast optics with a mode-locked erbium fiber laser, quantum optics, surface plasmon lasers (led by Nathan Lindquist) and a low-cost, near-infrared spectrometer. Several of these projects are related to larger scale, funded research in the physics department. The format and experience in Lasers and Optics is representative of other upper-level courses at Bethel, including Fluid Mechanics and Computer Methods. A physics education research group from the University of Colorado evaluated the spring, 2015 Lasers course. They focused on student experimental attitudes and measurements of student project ownership.

  15. NSF Support for Physics at the Undergraduate Level: A View from Inside

    NASA Astrophysics Data System (ADS)

    McBride, Duncan

    2015-03-01

    NSF has supported a wide range of projects in physics that involve undergraduate students. These projects include NSF research grants in which undergraduates participate; Research Experiences for Undergraduates (REU) centers and supplements; and education grants that range from upper-division labs that may include research, to curriculum development for upper- and lower-level courses and labs, to courses for non-majors, to Physics Education Research (PER). The NSF Divisions of Physics, Materials Research, and Astronomy provide most of the disciplinary research support, with some from other parts of NSF. I recently retired as the permanent physicist in NSF's Division of Undergraduate Education (DUE), which supports the education grants. I was responsible for a majority of DUE's physics grants and was involved with others overseen by a series of physics rotators. There I worked in programs entitled Instrumentation and Laboratory Improvement (ILI); Course and Curriculum Development (CCD); Course, Curriculum, and Laboratory Improvement (CCLI); Transforming Undergraduate STEM Education (TUES); and Improving Undergraduate STEM Education (IUSE). NSF support has enabled physics Principal Investigators to change and improve substantially the way physics is taught and the way students learn physics. The most important changes are increased undergraduate participation in physics research; more teaching using interactive engagement methods in classes; and growth of PER as a legitimate field of physics research as well as outcomes from PER that guide physics teaching. In turn these have led, along with other factors, to students who are better-prepared for graduate school and work, and to increases in the number of undergraduate physics majors. In addition, students in disciplines that physics directly supports, notably engineering and chemistry, and increasingly biology, are better and more broadly prepared to use their physics education in these fields. I will describe NSF support for undergraduate physics with both statistics and examples. In addition I will talk about trends in support for undergraduate physics at NSF and speculate about directions such support might go. Contents of this paper reflect the opinions of the author and do not necessarily reflect those of the National Science Foundation.

  16. Baccalaureate Dental Hygiene Education: Creating a Reality.

    ERIC Educational Resources Information Center

    Wayman, Dona E.

    1985-01-01

    Inherent in the meaning of baccalaureate dental hygiene education is the offering of upper-division courses in the theory and practice of dental hygiene itself. Restructuring the associate programs as strictly two-year, lower-division programs would require standardization of baccalaureate programs as strictly upper-division curricula. (MLW)

  17. Problem-based learning biotechnology courses in chemical engineering.

    PubMed

    Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

    2006-01-01

    We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

  18. Convectively-generated gravity waves and clear-air turbulence (CAT)

    NASA Astrophysics Data System (ADS)

    Sharman, Robert; Lane, Todd; Trier, Stanley

    2013-04-01

    Upper-level turbulence is a well-known hazard to aviation that is responsible for numerous injuries each year, with occasional fatalities, and results in millions of dollars of operational costs to airlines each year. It has been widely accepted that aviation-scale turbulence that occurs in clear air (CAT) at upper levels (upper troposphere and lower stratosphere) has its origins in Kelvin-Helmholtz instabilities induced by enhanced shears and reduced Richardson numbers associated with the jet stream and upper level fronts. However, it is becoming increasingly apparent that gravity waves and gravity wave "breaking" also play a major role in instigating turbulence that affects aviation. Gravity waves and inertia-gravity waves may be produced by a variety of sources, but one major source that impacts aviation seems to be those produced by convection. The relation of convectively-induced gravity waves to turbulence outside the cloud (either above cloud or laterally away from cloud) is examined based on high resolution cloud-resolving simulations, both with and without cloud microphysics in the simulations. Results for both warm-season and cold-season cloud systems indicate that the turbulence in the clear air away from cloud is often caused by gravity wave production processes in or near the cloud which once initiated, are able to propagate away from the storm, and may eventually "break." Without microphysics of course this effect is absent and turbulence is not produced in the simulations. In some cases the convectively-induced turbulence may be many kilometers away from the active convection and can easily be misinterpreted as "clear-air turbulence" (CAT). This is a significant result, and may be cause for a reassessment of the working definition of CAT ("turbulence encountered outside of convective clouds", FAA Advisory Circular AC 00-30B, 1997).

  19. Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.

    PubMed

    Beck, Christopher W; Blumer, Lawrence S

    2016-01-01

    Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts. © 2016 C. W. Beck and L. S. Blumer. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  20. Climate Change: A "Green" Approach to Teaching Contemporary Germany

    ERIC Educational Resources Information Center

    Melin, Charlotte

    2013-01-01

    This article describes a newly designed upper division German language course, "Contemporary Germany: Food, Energy Politics," and two sampling methods of assessment for measuring parallel gains in German skills and sustainable development (SD) thinking. Second Language Acquisition (SLA) informed course design, key assignments, and…

  1. Predicting Success in Upper-Division Business Communication Classes.

    ERIC Educational Resources Information Center

    Wilson, Barbara; Plutsky, Susan

    1997-01-01

    Scores of 102 business communication students on the Descriptive Tests of Language Skills (DTLS) and grades on analytical reports, short assignments, and the overall course were examined. Females received higher course and report grades. The DTLS was a weak predictor of student performance. (SK)

  2. Discharge hemoglobin and outcome in patients with acute nonvariceal upper gastrointestinal bleeding

    PubMed Central

    Lee, Jae Min; Kim, Eun Sun; Chun, Hoon Jai; Hwang, Young-Jae; Lee, Jae Hyung; Kang, Seung Hun; Yoo, In Kyung; Kim, Seung Han; Choi, Hyuk Soon; Keum, Bora; Seo, Yeon Seok; Jeen, Yoon Tae; Lee, Hong Sik; Um, Soon Ho; Kim, Chang Duck

    2016-01-01

    Background and study aims: Many patients with acute gastrointestinal bleeding present with anemia and frequently require red blood cell (RBC) transfusion. A restrictive transfusion strategy and a low hemoglobin (Hb) threshold for transfusion had been shown to produce acceptable outcomes in patients with acute upper gastrointestinal bleeding. However, most patients are discharged with mild anemia owing to the restricted volume of packed RBCs (pRBCs). We investigated whether discharge Hb influences the outcome in patients with acute nonvariceal upper gastrointestinal bleeding. Patients and methods: We retrospectively analyzed patients with upper gastrointestinal bleeding who had received pRBCs during hospitalization between January 2012 and January 2014. Patients with variceal bleeding, malignant lesion, stroke, or cardiovascular disease were excluded. We divided the patients into 2 groups, low (8 g/dL ≤ Hb < 10 g/dL) and high (Hb ≥ 10 [g/dL]) discharge Hb, and compared the clinical course and Hb changes between these groups. Results: A total of 102 patients met the inclusion criteria. Fifty patients were discharged with Hb levels < 10 g/dL, whereas 52 were discharged with Hb levels > 10 g/dL. Patients in the low Hb group had a lower consumption of pRBCs and shorter hospital stay than did those in the high Hb group. The Hb levels were not fully recovered at outpatient follow-up until 7 days after discharge; however, most patients showed Hb recovery at 45 days after discharge. The rate of rebleeding after discharge was not significantly different between the 2 groups. Conclusions: In patients with acute upper gastrointestinal bleeding, a discharge Hb between 8 and 10 g/dL was linked to favorable outcomes on outpatient follow-up. Most patients recovered from anemia without any critical complication within 45 days after discharge. PMID:27540574

  3. Flexner 3.0-Democratization of Medical Knowledge for the 21st Century: Teaching Medical Science Using K-12 General Pathology as a Gateway Course.

    PubMed

    Weinstein, Ronald S; Krupinski, Elizabeth A; Weinstein, John B; Graham, Anna R; Barker, Gail P; Erps, Kristine A; Holtrust, Angelette L; Holcomb, Michael J

    2016-01-01

    A medical school general pathology course has been reformatted into a K-12 general pathology course. This new course has been implemented at a series of 7 to 12 grade levels and the student outcomes compared. Typically, topics covered mirrored those in a medical school general pathology course serving as an introduction to the mechanisms of diseases. Assessment of student performance was based on their score on a multiple-choice final examination modeled after an examination given to medical students. Two Tucson area schools, in a charter school network, participated in the study. Statistical analysis of examination performances showed that there were no significant differences as a function of school ( F = 0.258, P = .6128), with students at school A having an average test scores of 87.03 (standard deviation = 8.99) and school B 86.00 (standard deviation = 8.18; F = 0.258, P = .6128). Analysis of variance was also conducted on the test scores as a function of gender and class grade. There were no significant differences as a function of gender ( F = 0.608, P = .4382), with females having an average score of 87.18 (standard deviation = 7.24) and males 85.61 (standard deviation = 9.85). There were also no significant differences as a function of grade level ( F = 0.627, P = .6003), with 7th graders having an average of 85.10 (standard deviation = 8.90), 8th graders 86.00 (standard deviation = 9.95), 9th graders 89.67 (standard deviation = 5.52), and 12th graders 86.90 (standard deviation = 7.52). The results demonstrated that middle and upper school students performed equally well in K-12 general pathology. Student course evaluations showed that the course met the student's expectations. One class voted K-12 general pathology their "elective course-of-the-year."

  4. Using "WeBWorK," a Web-Based Homework Delivery and Grading System, to Help Prepare Students for Active Learning

    ERIC Educational Resources Information Center

    Lucas, Adam R.

    2012-01-01

    "WeBWorK," an online homework system, can be be used to deliver daily reading questions to students. The author studied its use for this purpose with a lower division Introduction to Programming course and an upper division Probability and Statistics course. In the lower division course, "WeBWorK" significantly improved peer…

  5. Student Performance in a Quantitative Methods Course under Online and Face-to-Face Delivery

    ERIC Educational Resources Information Center

    Verhoeven, Penny; Wakeling, Victor

    2011-01-01

    In a study conducted at a large public university, the authors assessed, for an upper-division quantitative methods business core course, the impact of delivery method (online versus face-toface) on the success rate (percentage of enrolled students earning a grade of A, B, or C in the course). The success rate of the 161 online students was 55.3%,…

  6. Throw Away Your Mathematical Handbook! Undergraduate Physics with Wolfram|Alpha, a FREE(!) Internet-Based Mathematical Engine

    NASA Astrophysics Data System (ADS)

    Looney, Craig W.

    2009-10-01

    Wolfram|Alpha (http://www.wolframalpha.com/), a free internet-based mathematical engine released earlier this year, represents an orders-of magnitude advance in mathematical power freely available - without money, passwords, or downloads - on the web. Wolfram|Alpha is based on Mathematica, so it can plot functions, take derivatives, solve systems of equations, perform symbolic and numerical integration, and more. These capabilities (especially plotting and integration) will be explored in the context of topics covered in upper level undergraduate physics courses.

  7. Mentoring disadvantaged nursing students through technical writing workshops.

    PubMed

    Johnson, Molly K; Symes, Lene; Bernard, Lillian; Landson, Margie J; Carroll, Theresa L

    2007-01-01

    Recent studies have identified a problematic gap for nursing students between terse clinical writing and formal academic writing. This gap can create a potential barrier to academic and workplace success, especially for disadvantaged nursing students who have not acquired the disciplinary conventions and sophisticated writing required in upper-level nursing courses. The authors demonstrate the need for writing-in-the-discipline activities to enhance the writing skills of nursing students, describe the technical writing workshops they developed to mentor minority and disadvantaged nursing students, and provide recommendations to stimulate educator dialogue across disciplines and institutions.

  8. Manchester's Magiscope: An Interesting Optics Puzzle

    NASA Astrophysics Data System (ADS)

    Lancor, Rachael; Lancor, Brian

    2017-02-01

    The Magiscope was an attraction at Manchester's department store in Madison, WI, in 1939 that allowed children to peek into Santa's workshop (as shown in Fig. 1). The "magiscope" was a telescope-like device that gave children the illusion they were looking at a distant Santa, when in fact they were looking at a fabricated workshop on an upper level of the department store. In this article, we describe how we used the puzzle of the magiscope as a final assessment for our optics unit in an introductory physics course.

  9. Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models

    ERIC Educational Resources Information Center

    Bergqvist, Anna; Drechsler, Michal; Chang Rundgren, Shu-Nu

    2016-01-01

    Researchers have shown a growing interest in science teachers' professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding…

  10. Flipping the Electromagnetic Theory classroom

    NASA Astrophysics Data System (ADS)

    Berger, Andrew J.

    2017-08-01

    Electromagnetic Theory is a required junior-year course for Optics majors at the University of Rochester. This foundational course gives students their first rigorous exposure to electromagnetic vector fields, dipole radiation patterns, Fresnel reflection/transmission coefficients, waveguided modes, Jones vectors, waveplates, birefringence, and the Lorentz model of refractive index. To increase the percentage of class time devoted to student-centered conceptual reasoning and instructor feedback, this course was recently "flipped". Nearly all of the mathematically-intensive derivations were converted to narrated screencasts ("Khan Academy" style) and made available to students through the course's learning management system. On average, the students were assigned two 10-15 minute videos to watch in advance of each lecture. An electronic survey after each tutorial encouraged reflection and counted towards the student's participation grade. Over the past three years, students have consistently rated the videos as being highly valuable. This presentation will discuss the technical aspects of creating tutorial videos and the educational tradeoffs of flipping a mathematically-intensive upper-level course. The most important advantage is the instructor's increased ability to identify and respond to student confusion, via activities that would consume too much time in a lecture-centered course. Several examples of such activities will be given. Two pitfalls to avoid are the temptation for the instructor not to update the videos from year to year and the tendency of students not to take lecture notes while watching the videos.

  11. Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

    NASA Astrophysics Data System (ADS)

    Dounas-Frazer, Dimitri R.; Stanley, Jacob T.; Lewandowski, H. J.

    2017-12-01

    We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis focused on identifying emergent themes with respect to five dimensions of project ownership: student agency, instructor mentorship, peer collaboration, interest and value, and affective responses. Our within- and cross-case analyses yielded three major findings. First, coupling division of labor with collective brainstorming can help balance student agency, instructor mentorship, and peer collaboration. Second, students' interest in the project and perceptions of its value can increase over time; initial student interest in the project topic is not a necessary condition for student ownership of the project. Third, student ownership is characterized by a wide range of emotions that fluctuate as students alternate between extended periods of struggle and moments of success while working on their projects. These findings not only extend the literature on student ownership into a new educational domain—namely, upper-division physics labs—they also have concrete implications for the design of experimental physics projects in courses for which student ownership is a desired learning outcome. We describe the course and projects in sufficient detail that others can adapt our results to their particular contexts.

  12. Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage

    NASA Technical Reports Server (NTRS)

    Anderson, Joel M.

    2011-01-01

    This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.

  13. Higher Education: Teaching about the Colonization of Space.

    ERIC Educational Resources Information Center

    Huebner, Jay S.

    1980-01-01

    Describes an upper-division science course offered at the University of North Florida, Colonization of Space. The course presents several current issues in the areas of physical science and includes topics in science and technology likely to influence the future lives of present college students. (CS)

  14. Supplemental Instruction in Physical Chemistry I

    ERIC Educational Resources Information Center

    Toby, Ellen; Scott, Timothy P.; Migl, David; Kolodzeji, Elizabeth

    2016-01-01

    Physical chemistry I at Texas A&M University is an upper division course requiring mathematical and analytical skills. As such, this course poses a major problem for many Chemistry, Engineering, Biochemistry and Genetics majors. Comparisons between participants and non-participants in Supplemental Instruction for physical chemistry were made…

  15. Development and Uses of Upper-Division Conceptual Assessments

    ERIC Educational Resources Information Center

    Wilcox, Bethany R.; Caballero, Marcos D.; Baily, Charles; Sadaghiani, Homeyra; Chasteen, Stephanie V.; Ryan, Qing X.; Pollock, Steven J.

    2015-01-01

    The use of validated conceptual assessments alongside conventional course exams to measure student learning in introductory courses has become standard practice in many physics departments. These assessments provide a more standard measure of certain learning goals, allowing for comparisons of student learning across instructors, semesters,…

  16. Teaching More by Lecturing Less

    ERIC Educational Resources Information Center

    Knight, Jennifer K.; Wood, William B.

    2005-01-01

    We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in…

  17. Teaching Sociology through Student Portfolios

    ERIC Educational Resources Information Center

    Trepagnier, Barbara

    2004-01-01

    After several years of teaching Sociological Thought--an upper division course that focuses on classical, modern, and contemporary sociological theories--the author came across the idea of student portfolios. As a consequence, the course has undergone far-reaching changes. The content remains relatively intact; however, today the theory course…

  18. Teaching practices and professional development of biology professors at small, private, liberal arts colleges in the Southeast

    NASA Astrophysics Data System (ADS)

    Mallory, Sarah Elizabeth Bradford

    Science teaching in pre-college institutions has been undergoing reform in recent years, particularly since 1996, when the National Science Education Standards were published. This reform includes inquiry-based teaching, student-centered classrooms, authentic assessment, and collaborative learning. Professional development is also recommended in the Standards document as the means for preparing teachers for reform-based teaching in pre-college classrooms. In post-secondary institutions, there is no curriculum-governing body to institute reform, and college faculty have devised their own standards and methods for teaching science, most often in the form of lecture and traditional procedure-driven laboratory exercises. This study was conducted to find examples of reform-based biology teaching in small, private, liberal arts colleges in the Southeast, where teaching innovations may be more likely to occur due to the size and independence of the schools. Professional development opportunities were also examined, since these would be important in the development of new curricula and methods of teaching. Data were collected from 151 participants, representing 78.3% of these colleges in eight southeastern states, by survey and from three volunteers by on-site interviews. Teaching was the main responsibility reported by all respondents, with both lower and upper level biology courses taught by all participants. Significant differences were found in the use of reform-based teaching in lower level biology courses versus upper level biology courses. Overall average use of inquiry-based teaching was 70.5%, while student-centered learning was reported on average by 57% of respondents, authentic assessment was reported on average by 56.6% of respondents, and collaborative learning was reported on average by 56% of respondents. Professional development opportunities most frequently used were reported to be journal, books, and videotapes. Multivariate regression analyses revealed that professional development which involves contact with colleagues at other institutions explained the variance in teaching practices in the simplest model, although much of the variance in the dependent variables of teaching practices remains unexplained. Qualitative data from the survey and also from interviews with volunteers served to further explain and corroborate the quantitative findings.

  19. Investigation of the computer experiences and attitudes of pre-service mathematics teachers: new evidence from Turkey.

    PubMed

    Birgin, Osman; Catlioğlu, Hakan; Gürbüz, Ramazan; Aydin, Serhat

    2010-10-01

    This study aimed to investigate the experiences of pre-service mathematics (PSM) teachers with computers and their attitudes toward them. The Computer Attitude Scale, Computer Competency Survey, and Computer Use Information Form were administered to 180 Turkish PSM teachers. Results revealed that most PSM teachers used computers at home and at Internet cafes, and that their competency was generally intermediate and upper level. The study concludes that PSM teachers' attitudes about computers differ according to their years of study, computer ownership, level of computer competency, frequency of computer use, computer experience, and whether they had attended a computer-aided instruction course. However, computer attitudes were not affected by gender.

  20. Examining Gender Inequality In A High School Engineering Course.

    PubMed

    Riegle-Crumb, Catherine; Moore, Chelsea

    2013-01-01

    This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.

  1. Examining Gender Inequality In A High School Engineering Course

    PubMed Central

    Moore, Chelsea

    2014-01-01

    This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom. PMID:25568814

  2. Offshore Wind Energy Systems Engineering Curriculum Development

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

    McGowan, Jon G.; Manwell, James F.; Lackner, Matthew A.

    2012-12-31

    Utility-scale electricity produced from offshore wind farms has the potential to contribute significantly to the energy production of the United States. In order for the U.S. to rapidly develop these abundant resources, knowledgeable scientists and engineers with sound understanding of offshore wind energy systems are critical. This report summarizes the development of an upper-level engineering course in "Offshore Wind Energy Systems Engineering." This course is designed to provide students with a comprehensive knowledge of both the technical challenges of offshore wind energy and the practical regulatory, permitting, and planning aspects of developing offshore wind farms in the U.S. This coursemore » was offered on a pilot basis in 2011 at the University of Massachusetts and the National Renewable Energy Laboratory (NREL), TU Delft, and GL Garrad Hassan have reviewed its content. As summarized in this report, the course consists of 17 separate topic areas emphasizing appropriate engineering fundamentals as well as development, planning, and regulatory issues. In addition to the course summary, the report gives the details of a public Internet site where references and related course material can be obtained. This course will fill a pressing need for the education and training of the U.S. workforce in this critically important area. Fundamentally, this course will be unique due to two attributes: an emphasis on the engineering and technical aspects of offshore wind energy systems, and a focus on offshore wind energy issues specific to the United States.« less

  3. Weather, Ocean and Climate topics in Geosciences, a new subject in Norwegian upper secondary education.

    NASA Astrophysics Data System (ADS)

    Hansen, P. J. K.

    2009-09-01

    Weather, Ocean and Climate topics in Geosciences, a new subject in Norwegian upper secondary education. Pål J. Kirkeby Hansen Faculty of Education and International Studies, Oslo University College (PalKirkeby.Hansen@lui.hio.no) The Knowledge Promotion is the latest curriculum reform in Norwegian compulsory and upper secondary education implemented autumn 2006. The greenhouse effect, the increased greenhouse effect and the importance of the ozone layer are topics in Natural Science upper secondary year 1, but only in Programme for General Studies, chosen by less than 50% of the students. In Geography the same cohort learns about ocean and air currents and their impact on climate, and in particular conditions influencing the weather and climate in Norway. If the students during year 1 get interested in further education in weather, ocean, climate or other geosciences topics, they could continue their education on Programme for Specialization in General Studies and choose the new science subject Geosciences at years 2 and/or 3. Among many geo-topics, Geosciences contains: climate, weather, water circulation, glaciers, atmospheric currents, weather forecasts, variations in the ozone layer, climatic development from the latest Ice Age, climate change - causes, effects and challenges, surface and deep-sea currents in oceans - causes and consequences for the climate, el Niño and la Niña - causes and influence on the climate. The students are supposed to make extensive investigations of different geosciences-parameters on their own in an outdoor field using different tools of geosciences, and on the Internet and other media, and present the results. One serious problem introducing a new subject in upper secondary education is who are able to teach this subject. We who developed the curriculum on mission of the education ministry, had first of all teachers with a degree in natural geography in mind. To empower other interested teachers, for instance with degree in meteorology, oceanography, hydrology, geology or physics, we have given extensive in-service training and should during 2009 be able to offer further education from ½ to 1 year. The school year 2007/2008 was the first with Geosciences as an optional choice. Ca.80 schools of max. 300 were able to give GX a 3 hours/week course, and/or G1 a 5 h/w course. In 2008/2009 it is 92 schools, and the advanced level 5 h/w course G2 has been introduced in many schools. G2 is open to all, but chosen almost only by students with G1. X1 students accomplished the ever first national written exam in G2 in May 2009. Geosciences were introduced as an idea from the education minister, not as result of pressure from the grassroot. She wanted students to have more science subjects to choose among in upper secondary education. She hoped that Geosciences should be a vehicle for introducing new groups of students to science, and perhaps bring them to science studies on higher levels later on. We, who developed the curriculum and are also responsible for the national exam in G2. We are of course very curious about both responses from the schools on the curriculum and the exam, and on the students' attitudes, work and learning outcome. That's why we are setting up a science education research programme from spring 2009. The further education and research programmes are made possible because of a sponsorship (EUR 1.2mill.) to our Geo-Programme 2008-2013 from the Norwegian oil and gas company StatoilHydro. 1 Unknown till May 2009

  4. Developing and Assessing Curriculum on the Physics of Medical Instruments

    PubMed Central

    Christensen, Warren; Johnson, James K.; Van Ness, Grace R.; Mylott, Elliot; Dunlap, Justin C.; Anderson, Elizabeth A.; Widenhorn, Ralf

    2013-01-01

    Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre–health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students’ understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising “nonshift” in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors. PMID:23737632

  5. Improving student learning in calculus through applications

    NASA Astrophysics Data System (ADS)

    Young, C. Y.; Georgiopoulos, M.; Hagen, S. C.; Geiger, C. L.; Dagley-Falls, M. A.; Islas, A. L.; Ramsey, P. J.; Lancey, P. M.; Straney, R. A.; Forde, D. S.; Bradbury, E. E.

    2011-07-01

    Nationally only 40% of the incoming freshmen Science, Technology, Engineering and Mathematics (STEM) majors are successful in earning a STEM degree. The University of Central Florida (UCF) EXCEL programme is a National Science Foundation funded STEM Talent Expansion Programme whose goal is to increase the number of UCF STEM graduates. One of the key requirements for STEM majors is a strong foundation in Calculus. To improve student learning in calculus, the EXCEL programme developed two special courses at the freshman level called Applications of Calculus I (Apps I) and Applications of Calculus II (Apps II). Apps I and II are one-credit classes that are co-requisites for Calculus I and II. These classes are teams taught by science and engineering professors whose goal is to demonstrate to students where the calculus topics they are learning appear in upper level science and engineering classes as well as how faculty use calculus in their STEM research programmes. This article outlines the process used in producing the educational materials for the Apps I and II courses, and it also discusses the assessment results pertaining to this specific EXCEL activity. Pre- and post-tests conducted with experimental and control groups indicate significant improvement in student learning in Calculus II as a direct result of the application courses.

  6. Developing and assessing curriculum on the physics of medical instruments.

    PubMed

    Christensen, Warren; Johnson, James K; Van Ness, Grace R; Mylott, Elliot; Dunlap, Justin C; Anderson, Elizabeth A; Widenhorn, Ralf

    2013-06-01

    Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre-health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromagnetic waves as they relate to the interaction with biological tissue and make links between physics and biomedical applications such as microscopy or laser eye surgery. We report on the effect that engaging students in tasks with actual medical equipment has had on their conceptual understanding of light and spectroscopy. These initial assessments indicate that students' understanding improves in some areas as a result of taking the course, but gains are not uniform and are relatively low for other topics. We also find a promising "nonshift" in student attitudes toward learning science as a result of taking the course. A long-term goal of this work is to develop these materials to the extent that they can eventually be imported into an introductory curriculum for life sciences majors.

  7. Early Onset of Type 1 Diabetes and Educational Field at Upper Secondary and University Level: Is Own Experience an Asset for a Health Care Career?

    PubMed Central

    Steen Carlsson, Katarina

    2017-01-01

    Ill health in early life has a significant negative impact on school grades, grade repetition, educational level, and labor market outcomes. However, less is known about qualitative socio-economic consequences of a health shock in childhood or adolescence. We investigate the relationship between onset of type 1 diabetes up to age 15 and the probability of choosing and completing a health-oriented path at upper secondary and university level of education. We analyze the Swedish Childhood Diabetes Register, the National Educational Register, and other population registers in Sweden for 2756 people with type 1 diabetes and 10,020 matched population controls. Educational decisions are modeled as unsorted series of binary choices to assess the choice of educational field as a potential mechanism linking early life health to adult outcomes. The analyses reject the hypothesis of no systematic differences in choice of educational field between people with and without type 1 diabetes at both levels. The results are robust to selection on ability proxies and across sensitivity analysis. We conclude that the observed pro health-oriented educational choices among people with type 1 diabetes in our data are consistent with disease onset in childhood and adolescence having qualitative impact on life-course choices. PMID:28665347

  8. Early Onset of Type 1 Diabetes and Educational Field at Upper Secondary and University Level: Is Own Experience an Asset for a Health Care Career?

    PubMed

    Lovén, Ida; Steen Carlsson, Katarina

    2017-06-30

    Ill health in early life has a significant negative impact on school grades, grade repetition, educational level, and labor market outcomes. However, less is known about qualitative socio-economic consequences of a health shock in childhood or adolescence. We investigate the relationship between onset of type 1 diabetes up to age 15 and the probability of choosing and completing a health-oriented path at upper secondary and university level of education. We analyze the Swedish Childhood Diabetes Register, the National Educational Register, and other population registers in Sweden for 2756 people with type 1 diabetes and 10,020 matched population controls. Educational decisions are modeled as unsorted series of binary choices to assess the choice of educational field as a potential mechanism linking early life health to adult outcomes. The analyses reject the hypothesis of no systematic differences in choice of educational field between people with and without type 1 diabetes at both levels. The results are robust to selection on ability proxies and across sensitivity analysis. We conclude that the observed pro health-oriented educational choices among people with type 1 diabetes in our data are consistent with disease onset in childhood and adolescence having qualitative impact on life-course choices.

  9. In/Visible Dimensions: Framing the Intercultural Communication Course through a Critical Intercultural Communication Framework

    ERIC Educational Resources Information Center

    Halualani, Rona Tamiko

    2011-01-01

    This article highlights how course material on "culture" and "intercultural communication" faces a distinctive challenge in crafting an engaged power-focused positionality for students. I discuss the importance of incorporating a "critical intercultural communication perspective and practice" into an upper-division diversity/intercultural…

  10. Calculus and Success in a Business School

    ERIC Educational Resources Information Center

    Kim, Dong-gook; Garcia, Fernando; Dey, Ishita

    2012-01-01

    Many business schools or colleges require calculus as a prerequisite for certain classes or for continuing to upper division courses. While there are many studies investigating the relationship between performance in calculus and performance in a single course, such as economics, statistics, and finance, there are very few studies investigating…

  11. A Portable Bioinformatics Course for Upper-Division Undergraduate Curriculum in Sciences

    ERIC Educational Resources Information Center

    Floraino, Wely B.

    2008-01-01

    This article discusses the challenges that bioinformatics education is facing and describes a bioinformatics course that is successfully taught at the California State Polytechnic University, Pomona, to the fourth year undergraduate students in biological sciences, chemistry, and computer science. Information on lecture and computer practice…

  12. Constructing Knowledge from an Ill-Structured Domain: Testing a Multimedia Hamlet.

    ERIC Educational Resources Information Center

    Barnes, William G. W.

    How a multimedia program that employs concept maps and hypertext for teaching "Hamlet" facilitated comprehension in an undergraduate course is described. Results suggest factors that instructional designers should take into account to improve learning. Thirty-six upper-division college students were enrolled in a course on Shakespeare at…

  13. Distributed Collaborative Homework Activities in a Problem-Based Usability Engineering Course

    ERIC Educational Resources Information Center

    Carroll, John M.; Jiang, Hao; Borge, Marcela

    2015-01-01

    Teams of students in an upper-division undergraduate Usability Engineering course used a collaborative environment to carry out a series of three distributed collaborative homework assignments. Assignments were case-based analyses structured using a jigsaw design; students were provided a collaborative software environment and introduced to a…

  14. An Investigation into Upper Elementary Students' Attitudes towards Science

    ERIC Educational Resources Information Center

    Kaya, Hasan

    2012-01-01

    Science and technology course that helps to improve cognitive aspects and enhance the creativity of the individuals is an important part of elementary school education as a core course. Students may gain scientific knowledge, scientific process skills, and attitudes during their science learning process. This study aimed to determine upper…

  15. A Methods-Based Biotechnology Course for Undergraduates

    ERIC Educational Resources Information Center

    Chakrabarti, Debopam

    2009-01-01

    This new course in biotechnology for upper division undergraduates provides a comprehensive overview of the process of drug discovery that is relevant to biopharmaceutical industry. The laboratory exercises train students in both cell-free and cell-based assays. Oral presentations by the students delve into recent progress in drug discovery.…

  16. Modeling Human Serum Albumin Tertiary Structure to Teach Upper-Division Chemistry Students Bioinformatics and Homology Modeling Basics

    ERIC Educational Resources Information Center

    Petrovic, Dus?an; Zlatovic´, Mario

    2015-01-01

    A homology modeling laboratory experiment has been developed for an introductory molecular modeling course for upper-division undergraduate chemistry students. With this experiment, students gain practical experience in homology model preparation and assessment as well as in protein visualization using the educational version of PyMOL…

  17. Upper-Secondary Agricultural Course. A Suggested Three-Year Teacher's Guide. InfoTVE 13.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France).

    This teacher's guide provides syllabi for a 3-year program for upper secondary agricultural programs in rural agricultural schools. Part 1 contains an introduction, recommendations for early morning practical classes, and suggestions for scheduling of theoretical classes. Part 2 consists of the syllabi. Each syllabus offers a content outline. The…

  18. Between Ideology and Institution: The Curriculum of Upper-Secondary Education

    ERIC Educational Resources Information Center

    Trohler, Daniel

    2009-01-01

    This study examines apparently similar historical phenomena in 19th-century Prussia and Switzerland: the establishment of modern foreign languages in the curriculum of upper-secondary education. Through the course of the 19th century, there appear to have been great transnational European affinities with regard to both the differentiation of the…

  19. Language: Talking or Trading Blows in the Upper Silesian Industrial Basin?

    ERIC Educational Resources Information Center

    Kamusella, Tomasz

    2011-01-01

    In the 19th century, in the eastern half of Prussia's region of Upper Silesia, continental Europe's second largest industrial basin emerged. In the course of the accelerated urbanization that followed, an increasing number of German- and Germanic-speakers arrived in this overwhelmingly Slavophone area that historically skirted the Germanic dialect…

  20. Web-Assisted Instruction in Upper Division Communication Studies Curriculum: A Theoretical and Quantitative Analysis

    ERIC Educational Resources Information Center

    Olaniran, Bolanle; Austin, Katherine A.

    2009-01-01

    Purpose: This paper aims to describe the incorporation of technologies into two upper division Communication Studies courses at Texas Tech University. Design/methodology/approach: The article discusses the methodological and pedagogical rationale used to select the appropriate technologies and to effectively incorporate them into the classroom. An…

  1. Monthly mean simulation experiments with a course-mesh global atmospheric model

    NASA Technical Reports Server (NTRS)

    Spar, J.; Klugman, R.; Lutz, R. J.; Notario, J. J.

    1978-01-01

    Substitution of observed monthly mean sea-surface temperatures (SSTs) as lower boundary conditions, in place of climatological SSTs, failed to improve the model simulations. While the impact of SST anomalies on the model output is greater at sea level than at upper levels the impact on the monthly mean simulations is not beneficial at any level. Shifts of one and two days in initialization time produced small, but non-trivial, changes in the model-generated monthly mean synoptic fields. No improvements in the mean simulations resulted from the use of either time-averaged initial data or re-initialization with time-averaged early model output. The noise level of the model, as determined from a multiple initial state perturbation experiment, was found to be generally low, but with a noisier response to initial state errors in high latitudes than the tropics.

  2. Geohydrologic data from Port Royal Sound, Beaufort County, South Carolina

    USGS Publications Warehouse

    Burt, R.A.; Belval, D.L.; Crouch, Michael; Hughes, W.B.

    1986-01-01

    Nine offshore wells were drilled through overlying sediments into the Upper Floridan aquifer in Port Royal Sound, South Carolina and the adjacent Atlantic Ocean, to obtain geologic, hydrologic, and water quality data. The Upper Floridan aquifer consists predominantly of light-gray, poorly consolidated, fossiliferous limestone. In the Port Royal Sound area, the Upper Floridan is overlain by olive-gray, medium to course sand and silty sand. Falling-head permeability tests on these overlying clastic sediments indicate permeabilities of 1,100 to 4.3 x 10 to the 7th power centimeters/sec. Other geologic and hydrologic data, including geophysical logs, sieve analyses, and detailed core descriptions were obtained, along with continuous water level records of the wells, tidal records, and barometric pressure records. Water collected from the Upper Floridan aquifer beneath Port Royal Sound and the ocean ranged in concentration of chloride from 54 to 12,000 mg/l. Measured pH ranged from 6.8 to 8.4, and alkalinity ranged from 122 to 368 mg/l as CaC03. Other water quality data obtained include temperature, specific conductance, carbon-13, carbon-14, tritium , deuterium, oxygen-18, dissolved oxygen, dissolved solids, nitrogen species, phosphorus, organic carbon, cyanide, sulfide, calcium, magnesium, sodium, potassium, sulfate, fluoride, silica , bromide, iodide, and selected trace metals. (USGS)

  3. Experimental AMO physics in undergraduate optics and lasers courses

    NASA Astrophysics Data System (ADS)

    Hoyt, Chad

    2017-04-01

    This talk will describe experimental AMO research projects in undergraduate Lasers and Optics courses at Bethel University. The courses, which include a comprehensive lecture portion, are built on open-ended projects that have a novel aspect. Classes begin with four weeks of small student groups rotating between several standard laser and optics laboratory exercises. These may include, for example, alignment and characterization of a helium neon laser and measurements with a Michelson interferometer or a scanning Fabry-Pérot optical cavity. During the following seven weeks of the course, student groups (2-4 people) choose and pursue research questions in the lab. Their work culminates in a group manuscript and a twenty-minute presentation to the class. Projects in the spring, 2016 Optics course included experiments with ultracold lithium atoms in a magneto-optical trap, a prototype, portable, mode-locked erbium fiber laser, a home-built fiber laser frequency comb, double-slit imaging with single photons, and digital holographic tweezers (led by Nathan Lindquist). Projects in the spring, 2015 Lasers course included ultrafast optics with a mode-locked erbium fiber laser, quantum optics, surface plasmon lasers (led by Nathan Lindquist) and a low-cost, near-infrared spectrometer. Several of these projects are related to larger scale, funded research in the physics department. The format and experience in Lasers and Optics is representative of other upper-level courses at Bethel, including Fluid Mechanics and Computer Methods. A physics education research group from the University of Colorado evaluated the spring, 2015 Lasers and 2016 Optics courses. They focused on student experimental attitudes and measurements of student project ownership.

  4. Student perceptions about learning anatomy

    NASA Astrophysics Data System (ADS)

    Notebaert, Andrew John

    This research study was conducted to examine student perceptions about learning anatomy and to explore how these perceptions shape the learning experience. This study utilized a mixed-methods design in order to better understand how students approach learning anatomy. Two sets of data were collected at two time periods; one at the beginning and one at the end of the academic semester. Data consisted of results from a survey instrument that contained open-ended questions and a questionnaire and individual student interviews. The questionnaire scored students on a surface approach to learning (relying on rote memorization and knowing factual information) scale and a deep approach to learning (understanding concepts and deeper meaning behind the material) scale. Students were asked to volunteer from four different anatomy classes; two entry-level undergraduate courses from two different departments, an upper-level undergraduate course, and a graduate level course. Results indicate that students perceive that they will learn anatomy through memorization regardless of the level of class being taken. This is generally supported by the learning environment and thus students leave the classroom believing that anatomy is about memorizing structures and remembering anatomical terminology. When comparing this class experience to other academic classes, many students believed that anatomy was more reliant on memorization techniques for learning although many indicated that memorization is their primary learning method for most courses. Results from the questionnaire indicate that most students had decreases in both their deep approach and surface approach scores with the exception of students that had no previous anatomy experience. These students had an average increase in surface approach and so relied more on memorization and repetition for learning. The implication of these results is that the learning environment may actually amplify students' perceptions of the anatomy course at all levels and experiences of enrolled students. Instructors wanting to foster deeper approaches to learning may need to apply instructional techniques that both support deeper approaches to learning and strive to change students' perceptions away from believing that anatomy is strictly memorization and thus utilizing surface approaches to learning.

  5. Topographical anatomy of the radial nerve and its muscular branches related to surface landmarks.

    PubMed

    Cho, Hyejin; Lee, Hye-Yeon; Gil, Young-Chun; Choi, Yun-Rak; Yang, Hee-Jun

    2013-10-01

    Understanding of the anatomy of the radial nerve and its branches is vital to the treatment of humeral fracture or the restoration of upper extremity function. In this study, we dissected 40 upper extremities from adult cadavers to locate the course of the radial nerve and the origins and insertions of the branches of the radial nerve using surface landmarks. The radial nerve reached and left the radial groove and pierced the lateral intermuscular septum, at the levels of 46.7, 60.5, and 66.8% from the acromion to the transepicondylar line, respectively. Branches to the long head of the triceps brachii originated in the axilla, and branches to the medial and lateral heads originated in the axilla or in the arm. The muscular attachments to the long, medial, and lateral heads were on average 34.0 mm proximal, 16.4 mm distal, and 19.3 mm proximal to the level of inferior end of the deltoid muscle, respectively. The radial nerve innervated 65.0% of the brachialis muscles. Branches to the brachioradialis and those to the extensor carpi radialis longus arose from the radial nerve above the transepicondylar line. Branches to the extensor carpi radialis brevis usually arose from the deep branch of radial nerve (67.5%); however, in some cases, branches to the extensor carpi radialis brevis arose from either the radial nerve (20.0%) or the superficial branch of the radial nerve (12.5%). Using these data, the course of the radial nerve can be estimated by observing the surface of the arm. Copyright © 2012 Wiley Periodicals, Inc.

  6. Flexner 3.0—Democratization of Medical Knowledge for the 21st Century

    PubMed Central

    Krupinski, Elizabeth A.; Weinstein, John B.; Graham, Anna R.; Barker, Gail P.; Erps, Kristine A.; Holtrust, Angelette L.; Holcomb, Michael J.

    2016-01-01

    A medical school general pathology course has been reformatted into a K-12 general pathology course. This new course has been implemented at a series of 7 to 12 grade levels and the student outcomes compared. Typically, topics covered mirrored those in a medical school general pathology course serving as an introduction to the mechanisms of diseases. Assessment of student performance was based on their score on a multiple-choice final examination modeled after an examination given to medical students. Two Tucson area schools, in a charter school network, participated in the study. Statistical analysis of examination performances showed that there were no significant differences as a function of school (F = 0.258, P = .6128), with students at school A having an average test scores of 87.03 (standard deviation = 8.99) and school B 86.00 (standard deviation = 8.18; F = 0.258, P = .6128). Analysis of variance was also conducted on the test scores as a function of gender and class grade. There were no significant differences as a function of gender (F = 0.608, P = .4382), with females having an average score of 87.18 (standard deviation = 7.24) and males 85.61 (standard deviation = 9.85). There were also no significant differences as a function of grade level (F = 0.627, P = .6003), with 7th graders having an average of 85.10 (standard deviation = 8.90), 8th graders 86.00 (standard deviation = 9.95), 9th graders 89.67 (standard deviation = 5.52), and 12th graders 86.90 (standard deviation = 7.52). The results demonstrated that middle and upper school students performed equally well in K-12 general pathology. Student course evaluations showed that the course met the student’s expectations. One class voted K-12 general pathology their “elective course-of-the-year.” PMID:28725762

  7. A Deliberate Practice Instructional Approach for Upper Division Physics Courses

    NASA Astrophysics Data System (ADS)

    Jones, David

    2015-05-01

    In upper division physics courses, an overarching educational goal is to have students think about and use the material much as a practicing physicist in the field does. Specifically, this would include knowledge (such as concepts, formalism, and instruments), approaches, and metacognitive skills that physicists use in solving ``typical'' (research context) problems to both understand and predict physical observations and accompanying models. Using an interactive instructional approach known as deliberate practice (described earlier in this session) we will discuss our work on how to provide students with the necessary practice and feedback to achieve these skills in a core DAMOP course of modern optics. We present the results of a direct and explicit comparison between this approach and traditional lecture-based instruction revealing evidence that a significant improvement of the students' mastery of these skills occurs when deliberate practice is employed. Our work was supported by the University of British Columbia through the CWSEI.

  8. Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

    NASA Astrophysics Data System (ADS)

    Aird, H. M.

    2015-12-01

    An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

  9. Teaching technological innovation and entrepreneurship in polymeric biomaterials.

    PubMed

    Washburn, Newell R

    2011-01-01

    A model for incorporating an entrepreneurship module has been developed in an upper-division and graduate-level engineering elective on Polymeric Biomaterials (27-311/42-311/27-711/42-711) at Carnegie Mellon University. A combination of lectures, assignments, and a team-based project were used to provide students with a framework for applying their technical skills in the development of new technologies and a basic understanding of the issues related to translational research and technology commercialization. The specific approach to the project established in the course, which represented 20% of the students' grades, and the grading rubric for each of the milestones are described along with suggestions for generalizing this approach to different applications of biomaterials or other engineering electives. Incorporating this model of entrepreneurship into electives teaches students course content within the framework of technological innovation and many of the concepts and tools need to practice it. For students with situational or individual interest in the project, it would also serve to deepen their understanding of the traditional course components as well as provide a foundation for integrating technological innovation and lifelong learning. Copyright © 2010 Wiley Periodicals, Inc.

  10. Teaching Technological Innovation and Entrepreneurship in Polymeric Biomaterials

    PubMed Central

    Washburn, Newell R.

    2010-01-01

    A model for incorporating an entrepreneurship module has been developed in an upper-division and graduate-level engineering elective on Polymeric Biomaterials (27-311/42-311/27-711/42-711) at Carnegie Mellon University. A combination of lectures, assignments, and a team-based project were used to provide students with a framework for applying their technical skills in the development of new technologies and a basic understanding of the issues related to translational research and technology commercialization. The specific approach to the project established in the course, which represented 20% of the students’ grades, and the grading rubric for each of the milestones are described along with suggestions for generalizing this approach to different applications of biomaterials or other engineering electives. Incorporating this model of entrepreneurship into electives teaches students course content within the framework of technological innovation and many of the concepts and tools need to practice it. For students with situational or individual interest in the project, it would also serve to deepen their understanding of the traditional course components as well as provide a foundation for integrating technological innovation and lifelong learning. PMID:20949575

  11. Co-­Teaching Social Research Methods in a Joint Sociology/Anthropology Department

    ERIC Educational Resources Information Center

    Manthei, Jennifer; Isler, Jonathan

    2011-01-01

    In the course of developing and co-­teaching Social Research Methods (SRM), an interdisciplinary, upper-­division undergraduate course at the University of Illinois at Springfield (UIS), the authors discovered that this type of partnership is ripe ground for exploring integration of anthropology and sociology on epistemological and methodological…

  12. Applying Rhetorical Genre Studies to a Stand-Alone Online Professional Writing Course

    ERIC Educational Resources Information Center

    Adams, Heather Brook; Jenkins, Patricia

    2015-01-01

    This program profile explains and illustrates a pedagogical application of Rhetorical Genre Studies (RGS) to a one-semester, upper-division online Professional Writing course. We explain our use of a heuristic, which we liken to "night-vision goggles," that enables students to systematically analyze field data that they gather from a…

  13. An Evaluation of Student Team Teaching in Sophomore Physics Classes. Final Report.

    ERIC Educational Resources Information Center

    Thrasher, Paul H.

    In the present document the effectiveness of a student team teaching technique is evaluated in comparison with the lecture method. The team teaching technique, previously used for upper division and graduate physics courses, was, for this study, used in a sophomore physics, electricity and magnetism course for engineers, mathematicians, chemists,…

  14. Introducing Undergraduates to Research Using a Suzuki-Miyaura Cross-Coupling Organic Chemistry Miniproject

    ERIC Educational Resources Information Center

    Oliveira, Deyvid G. M.; Rosa, Clarissa H.; Vargas, Bruna P.; Rosa, Diego S.; Silveira, Ma´rcia V.; de Moura, Neusa F.; Rosa, Gilber R.

    2015-01-01

    A five-week miniproject is described for an upper-division experimental organic chemistry course. The activities include synthesis of a phenylboronic acid via a Grignard reaction and its use in a Suzuki-Miyaura cross-coupling reaction. Technical skills and concepts normally presented in practical organic chemistry courses are covered, including…

  15. Faculty Beliefs about the Purposes for Teaching Undergraduate Physical Chemistry Courses

    ERIC Educational Resources Information Center

    Mack, Michael R.; Towns, Marcy H.

    2016-01-01

    We report the results of a phenomenographic analysis of faculty beliefs about the purposes for teaching upper-division physical chemistry courses in the undergraduate curriculum. A purposeful sampling strategy was used to recruit a diverse group of faculty for interviews. Collectively, the participating faculty regularly teach or have taught…

  16. Using the Study of Anomalies to Enhance Critical Thinking in the Classroom.

    ERIC Educational Resources Information Center

    Swords, Michael D.

    1990-01-01

    An upper-class college seminar-style course in which students work on semester-long research papers on a variety of anomalous claims and subjects is described. A list of topics chosen in the course and a copy of an opinion survey on paranormal and anomalistic phenomena are included. (KR)

  17. Reflections on Teaching in a Computerized Classroom: Knowledge, Power and Technology.

    ERIC Educational Resources Information Center

    Sykes, Lynn; Uber, Nancy

    A study focused on teachers who have worked in computerized, networked writing classrooms at Purdue University (Indiana) for several year. Each of the subjects was a teaching assistant in the Purdue English Department, and the courses involved were upper division technical writing courses. Three theoretical approaches underpinned the study:…

  18. Innovative Interdisciplinary Business Courses Offered in Partnership with Social Institutions: An Update

    ERIC Educational Resources Information Center

    Cordeiro, William P.; Muraoka, Dennis

    2015-01-01

    An important element of the California State University Channel Islands (CI) mission is to promote cross-disciplinary thinking in its graduates. This is accomplished in part by requiring each student to complete three upper division interdisciplinary general education (UDIGE) courses. The CI faculty worked across disciplines to create and offer…

  19. Integrating Business Core Knowledge through Upper Division Report Composition

    ERIC Educational Resources Information Center

    Roach, Joy; Tracy, Daniel; Durden, Kay

    2007-01-01

    The most ambitious project of many undergraduate business communication courses is the formal report. This assignment typically requires the use of many writing skills nurtured throughout the course. Skills such as proper style, tone, organization, flow, and mechanics are enhanced through the writing of memos and various types of letters. While…

  20. Syllabi Set on Women, Health and Healing: Fourteen Courses.

    ERIC Educational Resources Information Center

    Ruzek, Sheryl, Comp.; And Others

    Compiled with the goal of developing social science perspectives on women's health and on topics at the intersection of social science and clinical issues, the syllabi included were developed by faculty teaching in the Women, Health and Healing Program at the University of California, San Francisco. The courses here are directed at upper division…

  1. Use of mushroom tyrosinase to introduce michaelis-menten enzyme kinetics to biochemistry students.

    PubMed

    Flurkey, William H; Inlow, Jennifer K

    2017-05-01

    An inexpensive enzyme kinetics laboratory exercise for undergraduate biochemistry students is described utilizing tyrosinase from white button mushrooms. The exercise can be completed in one or two three-hour lab sessions. The optimal amounts of enzyme, substrate (catechol), and inhibitor (kojic acid) are first determined, and then kinetic data is collected in the absence and presence of the inhibitor. A Microsoft Excel template is used to plot the data and to fit the Michaelis-Menten equation to the data to determine the kinetic parameters V max and K m . The exercise is designed to clarify and reinforce concepts covered in an accompanying biochemistry lecture course. It has been used with positive results in an upper-level biochemistry laboratory course for junior/senior students majoring in chemistry or biology. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):270-276, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

  2. Correlations between anomalies of jugular veins and areas of vascular drainage of head and neck.

    PubMed

    Vaida, Monica-Adriana; Niculescu, V; Motoc, A; Bolintineanu, S; Sargan, Izabella; Niculescu, M C

    2006-01-01

    The study conducted on 60 human cadavers preserved in formalin, in the Anatomy Laboratory of the "Victor Babes" University of Medicine and Pharmacy Timisoara, during 2000-2006, observed the internal and external jugular veins from the point of view of their origin, course and affluents. The morphological variability of the jugular veins (external jugular that receives as affluents the facial and lingual veins and drains into the internal jugular, draining the latter's territory--3.33%; internal jugular that receives the lingual, upper thyroid and facial veins, independent--13.33%, via the linguofacial trunk--50%, and via thyrolinguofacial trunk--33.33%) made possible the correlation of these anomalies with disorders in the ontogenetic development of the veins of the neck. Knowing the variants of origin, course and drainage area of jugular veins is important not only for the anatomist but also for the surgeon operating at this level.

  3. [Musculoskeletal disorders among university student computer users].

    PubMed

    Lorusso, A; Bruno, S; L'Abbate, N

    2009-01-01

    Musculoskeletal disorders are a common problem among computer users. Many epidemiological studies have shown that ergonomic factors and aspects of work organization play an important role in the development of these disorders. We carried out a cross-sectional survey to estimate the prevalence of musculoskeletal symptoms among university students using personal computers and to investigate the features of occupational exposure and the prevalence of symptoms throughout the study course. Another objective was to assess the students' level of knowledge of computer ergonomics and the relevant health risks. A questionnaire was distributed to 183 students attending the lectures for second and fourth year courses of the Faculty of Architecture. Data concerning personal characteristics, ergonomic and organizational aspects of computer use, and the presence of musculoskeletal symptoms in the neck and upper limbs were collected. Exposure to risk factors such as daily duration of computer use, time spent at the computer without breaks, duration of mouse use and poor workstation ergonomics was significantly higher among students of the fourth year course. Neck pain was the most commonly reported symptom (69%), followed by hand/wrist (53%), shoulder (49%) and arm (8%) pain. The prevalence of symptoms in the neck and hand/wrist area was signifcantly higher in the students of the fourth year course. In our survey we found high prevalence of musculoskeletal symptoms among university students using computers for long time periods on a daily basis. Exposure to computer-related ergonomic and organizational risk factors, and the prevalence ofmusculoskeletal symptoms both seem to increase significantly throughout the study course. Furthermore, we found that the level of perception of computer-related health risks among the students was low. Our findings suggest the need for preventive intervention consisting of education in computer ergonomics.

  4. Astronomical Data in Undergraduate courses

    NASA Astrophysics Data System (ADS)

    Clarkson, William I.; Swift, Carrie; Hughes, Kelli; Burke, Christopher J. F.; Burgess, Colin C.; Elrod, Aunna V.; Howard, Brittany; Stahl, Lucas; Matzke, David; Bord, Donald J.

    2016-06-01

    We present status and plans for our ongoing efforts to develop data analysis and problem-solving skills through Undergraduate Astronomy instruction. While our initiatives were developed with UM-Dearborn’s student body primarily in mind, they should be applicable for a wide range of institution and of student demographics. We focus here on two strands of our effort.Firstly, students in our Introductory Astronomy (ASTR 130) general-education course now perform several “Data Investigations”, in which they interrogate the Hubble Legacy Archive to illustrate important course concepts. This was motivated in part by the realization that typical public data archives now include tools to interrogate the observations that are sufficiently accessible that introductory astronomy students can use them to perform real science, albeit mostly at a descriptive level. We are continuing to refine these investigations, and, most importantly, to critically assess their effectiveness in terms of the student learning outcomes we wish to achieve. This work is supported by grant HST-EO-13758, provided by NASA through a grant from the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555.Secondly, at the advanced-undergraduate level, students taking courses in our Astronomy minor are encouraged to gain early experience in techniques of astronomical observation and analysis that are used by professionals. We present two example projects from the Fall 2015 iteration of our upper-division course ASTR330 (The Cosmic Distance Ladder), one involving Solar System measurements, the second producing calibrated aperture photometry. For both projects students conducted, analysed, and interpreted observations using our 0.4m campus telescope, and used many of the same analysis tools as professional astronomers. This work is supported partly from a Research Initiation and Seed grant from the University of Michigan-Dearborn.

  5. Effects of combined stress during intense training on cellular immunity, hormones and respiratory infections.

    PubMed

    Gomez-Merino, Danielle; Drogou, Catherine; Chennaoui, Mounir; Tiollier, Eve; Mathieu, Jacques; Guezennec, Charles Yannick

    2005-01-01

    This study was designed to determine immune and hormonal changes and their relationship with the incidence of upper respiratory tract infections (URTIs) during an extremely stressful military training (3 weeks of physical conditioning followed by a 5-day combat course with energy restriction, sleep deprivation and psychological stress). Blood samples were collected from 21 cadets (21 +/- 2 years old) before training and after the combat course for analysis of leukocyte and lymphocyte subpopulations, serum cytokines [interleukin-6 (IL-6), IL-1beta and IL-10], and hormones [catecholamines, cortisol, leptin, total insulin-like growth factor I (IGF-I), prolactin, dehydroepiandrosterone sulfate (DHEAS) and testosterone]. Symptoms of URTI were recorded from health logs and medical examinations during training. After the combat course, total leukocyte and neutrophil counts were significantly increased while total lymphocytes were unchanged. In lymphocyte subsets, NK cells were reduced (p < 0.01), while CD4+ and CD19+ (B) cells were increased. Levels of IL-6 were increased (p < 0.01), while those of IL-1beta and IL-10 were unchanged. Norepinephrine and dopamine levels were increased, while those of cortisol were reduced. Levels of leptin, testosterone, prolactin and total IGF-I were reduced, while those of DHEAS were increased. The incidence of URTI increased during the training (chi(2) = 53.48, p < 0.05). After training data analysis showed a significant correlation between URTIs and NK cells (p = 0.0023). Training-induced changes in immune and hormonal parameters were correlated. Blood NK cell levels are related to increased respiratory infections during physical training in a multistressor environment. The training-induced decreases in immunostimulatory hormone levels may have triggered immunosuppression. Copyright (c) 2005 S. Karger AG, Basel.

  6. Using iPads to illustrate the impulse-momentum relationship

    NASA Astrophysics Data System (ADS)

    Streepey, Jefferson W.

    2013-01-01

    One of the fundamental challenges in teaching is making the students able to transform course material in ways that help them solve "real world" problems. Sophisticated mobile technology (such as smartphones, iPads, or iTouches) offers students an opportunity to apply physics content to a broad range of scenarios to enhance their understanding and improve their class engagement. For the outlined example, students in an upper-level biomechanics class used the native accelerometers in iPads to record and analyze human movement. This activity allowed the students to experiment with the impulse-momentum relationship.

  7. Mathematical Modeling in Systems for Operational Evaluation of the Stress-Strain State of the Arch-Gravity Dam at the Sayano-Shushenskaya Hydroelectric Power Plant

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

    Bellendir, E. N.; Gordon, L. A., E-mail: lev-gordon@mail.ru; Khrapkov, A. A.

    Current studies of the stress-strain state of the dam at the Sayano-Shushenskaya Hydroelectric Power Plant at VNIIG based on mathematical modeling including full scale and experimental data are described. Applications and programs intended for automatic operational evaluation of the stress-strain state of the dam for optimizing control of the upper race level in the course of the annual filling-drawdown cycle and during seismic events are examined. Improvements in systems for monitoring the stress-strain state of concrete dams are proposed.

  8. Integrating Condensed Matter Physics into a Liberal Arts Physics Curriculum

    NASA Astrophysics Data System (ADS)

    Collett, Jeffrey

    2008-03-01

    The emergence of nanoscale science into the popular consciousness presents an opportunity to attract and retain future condensed matter scientists. We inject nanoscale physics into recruiting activities and into the introductory and the core portions of the curriculum. Laboratory involvement and research opportunity play important roles in maintaining student engagement. We use inexpensive scanning tunneling (STM) and atomic force (AFM) microscopes to introduce students to nanoscale structure early in their college careers. Although the physics of tip-surface interactions is sophisticated, the resulting images can be interpreted intuitively. We use the STM in introductory modern physics to explore quantum tunneling and the properties of electrons at surfaces. An interdisciplinary course in nanoscience and nanotechnology course team-taught with chemists looks at nanoscale phenomena in physics, chemistry, and biology. Core quantum and statistical physics courses look at effects of quantum mechanics and quantum statistics in degenerate systems. An upper level solid-state physics course takes up traditional condensed matter topics from a structural perspective by beginning with a study of both elastic and inelastic scattering of x-rays from crystalline solids and liquid crystals. Students encounter reciprocal space concepts through the analysis of laboratory scattering data and by the development of the scattering theory. The course then examines the importance of scattering processes in band structure and in electrical and thermal conduction. A segment of the course is devoted to surface physics and nanostructures where we explore the effects of restricting particles to two-dimensional surfaces, one-dimensional wires, and zero-dimensional quantum dots.

  9. Developing Non-Somatotopic Phantom Finger Sensation to Comparable Levels of Somatotopic Sensation through User Training With Electrotactile Stimulation.

    PubMed

    Chai, Guohong; Zhang, Dingguo; Zhu, Xiangyang

    2017-05-01

    Cutaneous electrical stimulation can provide tactile feedback for upper-limb amputees through somatotopic feedback (SF) or non-somatotopic feedback (NF). The SF delivers electrotactile stimulus to projection finger maps (PFMs) on the stumps of amputees, which outperforms NF that transfers stimulus to other human intact skin areas in general. However, the SF areas on stumps are very limited and often occupied by electromyography (EMG) sensors in application of myoelectric prosthesis. This work aims at improving NF performance on human upper arms through user training with electrotactile stimulation. The experiments were conducted over seven consecutive days on nine able-bodied subjects and two forearm amputees. The performance measures of NF/SF included the correct identification rates (CIR s ), the response time and the NASA-TLX questionnaire. The between-day CIR s on NF sites increased logarithmically with a mean course of 3-day rapid-improving phase and plateaued in the relative-steady phase. The response time and NASA-TLX scores could also rapidly reduce to the comparable levels of the SF areas during the same mean period of 3-day rapid-improving phase, respectively. These results indicated that the performance of NF could be highly improved to the equivalent level as that of SF through 3-day electrotactile training, which we named as "3-day effect". It provides important insights that intact skin areas without phantom sensations can effectively replace SF sites to transfer tactile feedback after continuous user training, which validates effectiveness of non-invasive interfaces of tactile feedback for upper-limb amputees in practice.

  10. Post-graduation survey of the impact of geoscience service-learning courses at Wesleyan University

    NASA Astrophysics Data System (ADS)

    OConnell, S.; Ptacek, S.; Diver, K.; Ku, T. C.; Resor, P. G.; Royer, D. L.

    2016-12-01

    The benefits of service-learning courses are extolled in numerous papers and include increases in student: engagement with the material and the world, self-efficacy, and awareness of personal values. This approach to education allows students to develop skills that may not be part of many lecture-style or even laboratory class formats, such as problem solving, scientific communication, group work and reflection. Service learning requires students to move to the upper level of Bloom's taxonomy of cognitive skills: analyzing, evaluating, and creating. In a broader context, service learning offers two distinct benefits for the geosciences. First, service learning offers an opportunity for both the students and community to see the utility of geoscience in their lives and what geoscientists do. Considering the general lack of knowledge about geosciences this is an important public relations opportunity. Second, some studies have shown that the benefits of a service-learning approach to education results in higher performance by underrepresented minority students, students that the geosciences need to attract in an increasingly diverse society. Since 2006, four different service-learning courses have been offered by the Department of Earth & Environmental Sciences at Wesleyan University to both majors and non-majors. They are Environmental Geochemistry (core course), Geographic Information Systems (elective), Science on the Radio (first-year seminar), and Soils (elective). Almost 250 graduates have taken these courses. Graduates were surveyed to discover what they gained by taking a service-learning course and if, and how, they use the skills they learned in the course in their post-college careers.

  11. A time-course analysis of changes in cerebral metal levels following a controlled cortical impact.

    PubMed

    Portbury, Stuart D; Hare, Dominic J; Sgambelloni, Charlotte; Finkelstein, David I; Adlard, Paul A

    2016-02-01

    Traumatic brain injury (TBI) is complicated by a sudden and dramatic change in brain metal levels, including iron (Fe), copper (Cu) and zinc (Zn). Specific 'metallo-pathological' features of TBI include increased non-heme bound Fe and the liberation of free Zn ions, both of which may contribute to the pathogenesis of TBI. To further characterise the metal dyshomeostasis that occurs following brain trauma, we performed a quantitative time-course survey of spatial Fe, Cu and Zn distribution in mice receiving a controlled cortical impact TBI. Images of brain metal levels produced using laser ablation-inductively coupled plasma-mass spectrometry (LA-ICP-MS) in the upper quadrant of the ipsilateral hemisphere were compared to the corresponding contralateral hemisphere, together with regional areas radiating toward the center of the brain from the site of lesion. Significant regional and time point specific elevations in Fe, Zn and Cu were detected immediately and up to 28 days after TBI. The magnitude and timeframe of many of these changes suggest that TBI results in a pronounced and sustained alteration in normal metal levels within the brain. Such alterations are likely to play a role in both the short- and long-term consequences of head trauma and suggest that pharmacological modulation to normalize these metal levels may be efficacious in improving functional outcome.

  12. Identifying student difficulties with entropy, heat engines, and the Carnot cycle

    NASA Astrophysics Data System (ADS)

    Smith, Trevor I.; Christensen, Warren M.; Mountcastle, Donald B.; Thompson, John R.

    2015-12-01

    [This paper is part of the Focused Collection on Upper Division Physics Courses.] We report on several specific student difficulties regarding the second law of thermodynamics in the context of heat engines within upper-division undergraduate thermal physics courses. Data come from ungraded written surveys, graded homework assignments, and videotaped classroom observations of tutorial activities. Written data show that students in these courses do not clearly articulate the connection between the Carnot cycle and the second law after lecture instruction. This result is consistent both within and across student populations. Observation data provide evidence for myriad difficulties related to entropy and heat engines, including students' struggles in reasoning about situations that are physically impossible and failures to differentiate between differential and net changes of state properties of a system. Results herein may be seen as the application of previously documented difficulties in the context of heat engines, but others are novel and emphasize the subtle and complex nature of cyclic processes and heat engines, which are central to the teaching and learning of thermodynamics and its applications. Moreover, the sophistication of these difficulties is indicative of the more advanced thinking required of students at the upper division, whose developing knowledge and understanding give rise to questions and struggles that are inaccessible to novices.

  13. Gender and Course Selection in Upper Secondary Education: Effects of Academic Self-Concept and Intrinsic Value

    ERIC Educational Resources Information Center

    Nagy, Gabriel; Trautwein, Ulrich; Baumert, Jurgen; Koller, Olaf; Garrett, Jessica

    2006-01-01

    Predictions about processes linking gender to students' choices of advanced courses were derived from the internal/external frame of reference (I/E) model and expectancy value (EV) theory. The predictions were tested for the domains of mathematics and biology using data from 1,148 students attending academically oriented secondary schools in…

  14. In the Eye of the Storm: A Participatory Course on Coastal Storms

    ERIC Educational Resources Information Center

    Curtis, Scott

    2013-01-01

    Storm disasters are amplified in the coastal environment due to population pressures and the power of the sea. The upper-division/graduate university course "Coastal Storms" was designed to equip future practitioners with the skills necessary to understand, respond to, and mitigate for these natural disasters. To accomplish this, "Coastal Storms"…

  15. Practice Makes Pretty Good: Assessment of Primary Literature Reading Abilities across Multiple Large-Enrollment Biology Laboratory Courses

    ERIC Educational Resources Information Center

    Sato, Brian K.; Kadandale, Pavan; He, Wenliang; Murata, Paige M. N.; Latif, Yama; Warschauer, Mark

    2014-01-01

    Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent "training" our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In…

  16. Pace of life, predators and parasites: predator-induced life-history evolution in Trinidadian guppies predicts decrease in parasite tolerance.

    PubMed

    Stephenson, J F; van Oosterhout, C; Cable, J

    2015-11-01

    A common evolutionary response to predation pressure is increased investment in reproduction, ultimately resulting in a fast life history. Theory and comparative studies suggest that short-lived organisms invest less in defence against parasites than those that are longer lived (the pace of life hypothesis). Combining these tenets of evolutionary theory leads to the specific, untested prediction that within species, populations experiencing higher predation pressure invest less in defence against parasites. The Trinidadian guppy, Poecilia reticulata, presents an excellent opportunity to test this prediction: guppy populations in lower courses of rivers experience higher predation pressure, and as a consequence have evolved faster life histories, than those in upper courses. Data from a large-scale field survey showed that fish infected with Gyrodactylus parasites were of a lower body condition (quantified using the scaled mass index) than uninfected fish, but only in lower course populations. Although the evidence we present is correlational, it suggests that upper course guppies sustain lower fitness costs of infection, i.e. are more tolerant, than lower course guppies. The data are therefore consistent with the pace of life hypothesis of parasite defence allocation, and suggest that life-history traits mediate the indirect effect of predators on the parasites of their prey. © 2015 The Author(s).

  17. Promoting science for all by way of student interest in a transformative undergraduate microbiology laboratory for nonmajors.

    PubMed

    Marbach-Ad, Gili; McGinnis, J Randy; Dai, Amy H; Pease, Rebecca; Schalk, Kelly A; Benson, Spencer

    2009-01-01

    In this study, we investigated a pedagogical innovation in an undergraduate microbiology course, Microbes and Society, for non-microbiology majors and education majors. The aim was to improve students' understanding by connecting their science experience to their areas of interest. Based on this idea of teaching, we redesigned the laboratory portion of a microbiology course. We had students in the laboratory component choose their areas of interest and use the areas as a framework for understanding science and how it influences and shapes the world around them. This course was part of a longitudinal project (Project Nexus) which prepares, supports, and sustains upper elementary and middle-level specialist science teachers. We used a battery of data collection instruments. We analyzed all data in several dimensions including using active-learning techniques, forming linkages between science and teaching, and connecting science and society. Our hypothesis was that we could promote science for all by connecting the diverse students' areas of interest in science to the laboratory's curriculum. We assessed the success of achieving our goal by using researchers' observations, the instructors' perspectives, and students' feedback. Our findings suggested that this course was appreciated by the students, especially education majors, who recognized the innovations as engaging and worthwhile.

  18. Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course.

    PubMed

    Gehring, Kathleen M; Eastman, Deborah A

    2008-01-01

    Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitative analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.

  19. Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors†

    PubMed Central

    Marbach-Ad, Gili; McGinnis, J. Randy; Dai, Amy H.; Pease, Rebecca; Schalk, Kelly A.; Benson, Spencer

    2009-01-01

    In this study, we investigated a pedagogical innovation in an undergraduate microbiology course, Microbes and Society, for non-microbiology majors and education majors. The aim was to improve students’ understanding by connecting their science experience to their areas of interest. Based on this idea of teaching, we redesigned the laboratory portion of a microbiology course. We had students in the laboratory component choose their areas of interest and use the areas as a framework for understanding science and how it influences and shapes the world around them. This course was part of a longitudinal project (Project Nexus) which prepares, supports, and sustains upper elementary and middle-level specialist science teachers. We used a battery of data collection instruments. We analyzed all data in several dimensions including using active-learning techniques, forming linkages between science and teaching, and connecting science and society. Our hypothesis was that we could promote science for all by connecting the diverse students’ areas of interest in science to the laboratory’s curriculum. We assessed the success of achieving our goal by using researchers’ observations, the instructors’ perspectives, and students’ feedback. Our findings suggested that this course was appreciated by the students, especially education majors, who recognized the innovations as engaging and worthwhile. PMID:23653691

  20. Information Fluency for Undergraduate Biology Majors: Applications of Inquiry-based Learning in a Developmental Biology Course

    PubMed Central

    Gehring, Kathleen M.

    2008-01-01

    Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitaitve analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond. PMID:18316808

  1. Analysis of Whiskey by Dispersive Liquid-Liquid Microextraction Coupled with Gas Chromatography/Mass Spectrometry: An Upper Division Analytical Chemistry Experiment Guided by Green Chemistry

    ERIC Educational Resources Information Center

    Owens, Janel E.; Zimmerman, Laura B.; Gardner, Michael A.; Lowe, Luis E.

    2016-01-01

    Analysis of whiskey samples prepared by a green microextraction technique, dispersive liquid-liquid microextraction (DLLME), before analysis by a qualitative gas chromatography-mass spectrometry (GC/MS) method, is described as a laboratory experiment for an upper division instrumental methods of analysis laboratory course. Here, aroma compounds in…

  2. [Pyramidal syndrome in lateral amyotrophic sclerosis: clinico-morphological analysis].

    PubMed

    Musaeva, L S; Zavalishin, I A; Gulevskaia, T S

    2003-01-01

    Retrospective clinical analysis with a special focus on pyramidal syndrome expression in the disease course as well as morphological study of brain and spinal structures in all levels of cortical-spinal projection (from brain motor cortex to spinal lumbar segments) have been conducted for 11 section cases of lateral amyotrophic sclerosis (LAS), sporadic type. Two groups of patients were studied: with pronounced pyramidal syndrome (spasticity, hyperreflexia, etc)--7 cases and with some signs of pyramidal deficiency (anisoreflexia, stability of peritoneal reflexes)--4 cases. Pyramidal syndrome in LAS is considered as an emergence of current neurodegenerative process, embracing a significant part of upper motor neurons of both precentral convolution and its axons along the whole length of cerebrospinal axis in the form of cytoplasmic inclusions and axonal spheroids. A presence of pathomorphological changes in other upper segmental structures of motor control reveals their role in pyramidal deficiency. Comparative analysis showed that expression of pyramidal syndrome signs and its correlation to atrophic paresis appearances is specifically determined by the severity of upper and lower motor neurons lesions. With regard to morphological changes in CNS structures, the peculiarities of some pyramidal syndrome appearances in LAS are analyzed.

  3. Virtual virus, a semester-long interdisciplinary project on the crossroads of creativity and knowledge integration.

    PubMed

    Marintcheva, Boriana

    2017-05-01

    Virtual virus is a semester-long interdisciplinary project offered as part of upper level elective course in virology. Students are challenged to apply key concepts from multiple biological sub-disciplines to 'synthesize' a plausible virtual virus. The project is executed as a scaffolded series of hands-on sessions and mini-projects that are integrated into continuous story leading to mock conference presentation and comprehensive report modeling article publication. It complements classroom instruction helping students to meet overarching learning targets traditionally associated undergraduate virology courses such as viral structure and function, mode of viral propagation and flow of genetic information and virus/host interactions on the cellular and organismal level. Formal instructor and informal peer feedback were used as tools to prompt reflection and guide revisions of the final report. Student learning gains and attitudes toward the approach were studied by evaluating project work product and end of the semester survey. Outcome analysis demonstrated that students exit the course with elaborated conceptual understanding of viruses and ownership of their work. The project can be viewed as an approach to model the process of scientific discovery in fast-forward mode by combining active learning, creativity and problem solving to assemble and communicate a virtual virus story. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  4. Postoperative Intensity-Modulated Radiotherapy in Low-Risk Endometrial Cancers: Final Results of a Phase I Study

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

    Macchia, Gabriella, E-mail: gmacchia@rm.unicatt.i; Cilla, Savino M.P.; Ferrandina, Gabriella

    2010-04-15

    Purpose: To determine the maximum tolerated dose of short-course radiotherapy (intensity-modulated radiotherapy technique) to the upper two thirds of the vagina in endometrial cancers with low risk of local recurrence. Patients and Methods: A Phase I clinical trial was performed. Eligible patients had low-risk resected primary endometrial adenocarcinomas. Radiotherapy was delivered in 5 fractions over 1 week. The planning target volume was the clinical target volume plus 5 mm. The clinical target volume was defined as the upper two thirds of the vagina as evidenced at CT simulation by a vaginal radio-opaque device. The planning target volume was irradiated bymore » a seven-field intensity-modulated radiotherapy technique, planned by the Plato Sunrise inverse planning system. A first cohort of 6 patients received 25 Gy (5-Gy fractions), and a subsequent cohort received 30 Gy (6-Gy fractions). The Common Toxicity Criteria scale, version 3.0, was used to score toxicity. Results: Twelve patients with endometrial cancer were enrolled. Median age was 58 years (range, 49-74 years). Pathologic stage was IB (83.3%) and IC (16.7%). Median tumor size was 30 mm (range, 15-50 mm). All patients completed the prescribed radiotherapy. No patient experienced a dose-limiting toxicity at the first level, and the radiotherapy dose was escalated from 25 to 30 Gy. No patients at the second dose level experienced dose-limiting toxicity. The most common Grade 2 toxicity was gastrointestinal, which was tolerable and manageable. Conclusions: The maximum tolerated dose of short-course radiotherapy was 30 Gy at 6 Gy per fraction. On the basis of this result, we are conducting a Phase II study with radiotherapy delivered at 30 Gy.« less

  5. Arterial supply of the upper cranial nerves: a comprehensive review.

    PubMed

    Hendrix, Philipp; Griessenauer, Christoph J; Foreman, Paul; Shoja, Mohammadali M; Loukas, Marios; Tubbs, R Shane

    2014-11-01

    The arterial supply to the upper cranial nerves is derived from a complex network of branches derived from the anterior and posterior cerebral circulations. We performed a comprehensive literature review of the arterial supply of the upper cranial nerves with an emphasis on clinical considerations. Arteries coursing in close proximity to the cranial nerves regularly give rise to small vessels that supply the nerve. Knowledge of the arteries supplying the cranial nerves is of particular importance during surgical approaches to the skull base. © 2014 Wiley Periodicals, Inc.

  6. Spatial and temporal variation of phytoplankton in a tropical eutrophic river.

    PubMed

    Santana, L M; Moraes, M E B; Silva, D M L; Ferragut, C

    2016-04-19

    This study aims to evaluate the environmental factors determining of the changes in phytoplankton structure in spatial (upper, middle and lower course) and seasonal (dry and rainy period) scales in a eutrophic river (Almada River, northeastern Brazil). In the study period, total accumulated rainfall was below of the historic average, resulting in flow reduction, mainly in rainy period. High orthophosphate concentration was found at the sampling sites. Phytoplankton chlorophyll a increased from upstream to downstream. Geitlerinema splendidum (S1) and Chlamydomonas sp. (X2) were the most abundant species in the upper course and several species of diatoms (D), Euglenophyceae (W1, W2) and Chlorophyceae (X1) in the middle and lower course. The functional groups were found to be characteristic of lotic ecosystem, shallow, with low light availability, rich in organic matter and eutrophic environments. We conclude that phytoplankton community structure was sensitive to change of the river flow and nutrient availability in spatial and seasonal scale in a tropical river.

  7. Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach

    NASA Astrophysics Data System (ADS)

    Moon, Alena C.

    The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic scientific inquiry as well as promote development of content knowledge. However, less emphasis has been placed on facilitating argumentation in upper level undergraduate courses, though it is important for evaluating undergraduate curricula to characterize upper level students' scientific reasoning. This work considers two implementations of the POGIL physical chemistry curriculum and evaluates the classroom argumentation. The researchers aimed to consider the content of the arguments and dialectical features characteristic of socially constructed arguments (Nielson, 2013). To do this, whole class sessions were videotaped and Toulmin's Argument Pattern (TAP) was used to identify the arguments generated during the class (Erduran, Simon, & Osborne, 2004). A learning progression on chemical thinking (Sevian & Talanquer, 2014) was used as a domain-specific measure of argument quality. Results show differences in argumentation between and across both classrooms that can be explained by analysis of instructor facilitation and the POGIL curriculum. The results from this work will be used to make recommendations for instructor facilitation of argumentation and reform of the POGIL curriculum.

  8. Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

    PubMed Central

    Franklin, Brandon M.; Xiang, Lin; Collett, Jason A.; Rhoads, Megan K.

    2015-01-01

    Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions (P < 0.05, d = 1.109) but not multiple-choice exam questions (P = 0.071, d = 0.716) or final course outcome (P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success. PMID:26628656

  9. Early trends in N-terminal pro-brain natriuretic peptide values after left ventricular assist device implantation for chronic heart failure.

    PubMed

    Hasin, Tal; Kushwaha, Sudhir S; Lesnick, Timothy G; Kremers, Walter; Boilson, Barry A; Schirger, John A; Clavell, Alfredo L; Rodeheffer, Richard J; Frantz, Robert P; Edwards, Brooks S; Pereira, Naveen L; Stulak, John M; Joyce, Lyle; Daly, Richard; Park, Soon J; Jaffe, Allan S

    2014-10-15

    Left ventricular assist devices (LVADs) acutely decrease left ventricular wall stress. Thus, early postoperative levels of N-terminal pro-brain natriuretic peptide (NT-proBNP) should decrease. This study investigated postoperative changes in NT-proBNP levels, the parameters related to changes, and the possible association with complications by performing a retrospective analysis of changes in daily NT-proBNP (pg/ml) levels from admission to discharge both before and after LVAD implantation in a tertiary referral center. For 72 patients implanted with HeartMate II LVADs, baseline NT-proBNP levels were elevated at 3,943 ng/ml (interquartile range 1,956 to 12,964). Preoperative stabilization led to marked decreases in NT-proBNP. Levels peaked 3 days after surgery and subsequently decreased. Patients with complicated postoperative courses had higher early postoperative elevations. By discharge, NT-proBNP decreased markedly but was still 2.83 (1.60 to 5.76) times the age-based upper limit of normal. The 26% reduction in NT-proBNP between admission and discharge was due mostly to the preoperative reductions and not those induced by the LVAD itself. The decrease was not associated with decreases in LV volume. In conclusion, preoperative treatment reduces NT-proBNP values. The magnitude of early postoperative changes is related to the clinical course. Levels at discharge remain markedly elevated and similar to values after preoperative stabilization despite presumptive acute LV unloading. Copyright © 2014 Elsevier Inc. All rights reserved.

  10. Responsiveness of outcome measures for upper limb prosthetic rehabilitation.

    PubMed

    Resnik, Linda; Borgia, Matthew

    2016-02-01

    There is limited research on responsiveness of prosthetic rehabilitation outcome measures. To examine responsiveness of the Box and Block test, Jebsen-Taylor Hand Function tests, Upper Extremity Functional Scale, University of New Brunswick skill and spontaneity tests, Activity Measure for Upper Limb Amputation, and the Patient-Specific Functional Scale. This was a quasi-experimental study with repeated measurements in a convenience sample of upper limb amputees. Measures were collected before, during, and after training with the DEKA Arm. Largest effect sizes were observed for Patient-Specific Functional Scale (effect size: 1.59, confidence interval: 1.00, 2.14), Activity Measure for Upper Limb Amputation (effect size: 1.33, confidence interval: 0.73, 1.90), and University of New Brunswick skill test (effect size: 1.18, confidence interval: 0.61, 1.73). Other measures that were responsive to change were Box and Block test, Jebsen-Taylor Hand Function light and heavy can tests, and University of New Brunswick spontaneity test. Responsiveness and pattern of responsiveness varied by prosthetic level. The Box and Block test, Jebsen-Taylor Hand Function light and heavy can tests, University of New Brunswick skill and spontaneity tests, Activities Measure for Upper Limb Amputation, and the Patient-Specific Functional Scale were responsive to change during prosthetic training. These findings have implications for choice of measures for research and practice and inform clinicians about the amount of training necessary to maximize outcomes with the DEKA Arm. Findings on responsiveness of outcome measures have implications for the choice of measures for clinical trials and practice. Findings regarding the responsiveness to change over the course of training can inform clinicians about the amount of training that may be necessary to maximize specific outcomes with the DEKA Arm. © The International Society for Prosthetics and Orthotics 2014.

  11. Using near-real-time monitoring data from Pu'u 'Ō'ō vent at Kīlauea Volcano for training and educational purposes

    USGS Publications Warehouse

    Teasdale, Rachel; Kraft, Katrien van der Hoeven; Poland, Michael P.

    2015-01-01

    Training non-scientists in the use of volcano-monitoring data is critical preparation in advance of a volcanic crisis, but it is currently unclear which methods are most effective for improving the content-knowledge of non-scientists to help bridge communications between volcano experts and non-experts. We measured knowledge gains for beginning-(introductory-level students) and novice-level learners (students with a basic understanding of geologic concepts) engaged in the Volcanoes Exploration Program: Pu‘u ‘Ō‘ō (VEPP) “Monday Morning Meeting at the Hawaiian Volcano Observatory” classroom activity that incorporates authentic Global Positioning System (GPS), tilt, seismic, and webcam data from the Pu‘u ‘Ō‘ō eruptive vent on Kīlauea Volcano, Hawai‘i (NAGT website, 2010), as a means of exploring methods for effectively advancing non-expert understanding of volcano monitoring. Learner groups consisted of students in introductory and upper-division college geology courses at two different institutions. Changes in their content knowledge and confidence in the use of data were assessed before and after the activity using multiple-choice and open-ended questions. Learning assessments demonstrated that students who took part in the exercise increased their understanding of volcano-monitoring practices and implications, with beginners reaching a novice stage, and novices reaching an advanced level (akin to students who have completed an upper-division university volcanology class). Additionally, participants gained stronger confidence in their ability to understand the data. These findings indicate that training modules like the VEPP: Monday Morning Meeting classroom activity that are designed to prepare non-experts for responding to volcanic activity and interacting with volcano scientists should introduce real monitoring data prior to proceeding with role-paying scenarios that are commonly used in such courses. The learning gains from the combined approach will help improve effective communications between volcano experts and non-experts during times of crisis, thereby reducing the potential for confusion and misinterpretation of data.

  12. Creative Exercises (CEs) in the Biochemistry Domain: An Analysis of Students' Linking of Chemical and Biochemical Concepts

    ERIC Educational Resources Information Center

    Warfa, Abdi-Rizak M.; Odowa, N.

    2015-01-01

    Creative exercises (CEs), a specific form of open-ended assessment tools, have been shown to promote students' linking of prior and newly learned concepts within a course. In this study, we examined how often students in an upper-division undergraduate biochemistry course linked prior chemical concepts to biochemical ones in response to CE…

  13. Taking it on the Road: Transferring Knowledge about Rhetoric and Writing across Curricula and Campuses

    ERIC Educational Resources Information Center

    Fishman, Jenn; Reiff, Mary Jo

    2011-01-01

    Since Fall 2004, the Undergraduate Catalog at the University of Tennessee-Knoxville has listed a two-part "Communicating through Writing" (WC) requirement, which includes two first-year composition courses and an upper-division course in one of thirty-five majors. Most students fulfill the former by enrolling in English 101 and 102, a…

  14. Transforming a Fourth Year Modern Optics Course Using a Deliberate Practice Framework

    ERIC Educational Resources Information Center

    Jones, David J.; Madison, Kirk W.; Wieman, Carl E.

    2015-01-01

    We present a study of active learning pedagogies in an upper-division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently…

  15. Improving Student Science Literacy through an Inquiry-Based, Integrated Science Curriculum and Review of Science Media.

    ERIC Educational Resources Information Center

    Bardeen, Karen

    This project studied the effects of an inquiry-based, integrated science course on student science literacy. The course was aligned to state and national science standards. The target population consisted of sophomore, junior, and senior high-school students in an upper-middle class suburb of a major Midwestern city. Questionnaires, tests, and…

  16. Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course

    ERIC Educational Resources Information Center

    Jao, Limin

    2017-01-01

    For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods…

  17. Time to Proficiency for Hispanic English Learner Students in Texas. REL 2018-280

    ERIC Educational Resources Information Center

    Slama, Rachel; Molefe, Ayrin; Gerdeman, Dean; Herrera, Angelica; Brodziak de los Reyes, Iliana; August, Diane; Cavazos, Linda

    2017-01-01

    English learner students are challenged by the difficult task of learning English concurrently with learning content in areas such as reading and math. English learner students who have not attained proficiency in English or learned core course content by the middle and upper grades may not have the requisite skills to enroll in courses required…

  18. "Recombinant Protein of the Day": Using Daily Student Presentations to Add Real-World Aspects to a Biotechnology Course

    ERIC Educational Resources Information Center

    Shaffer, Justin F.

    2013-01-01

    To provide a realistic view of the biotechnology industry for students, a novel course focusing on recombinant proteins and their importance in medicine, pharmaceuticals, industry, scientific research, and agriculture was developed. ''Designer Proteins and Society,'' an upper-division elective, was taught in the Fall 2012 semester to 16 junior,…

  19. Color Doppler Sonographic and Cadaveric Study of the Arterial Vascularity of the Lateral Upper Arm Flap.

    PubMed

    Sun, Ruimei; Ding, Yu; Sun, Chuanzheng; Li, Xiaojiang; Wang, Jinde; Li, Lei; Yang, Jie; Ren, Yanxin; Zhong, Zhaoming

    2016-04-01

    To determine the importance of adequate preoperative assessment with color Doppler sonography to assist in the successful transfer of lateral upper arm flaps by studying the lateral upper arm flap with color Doppler sonography and analyzing the anatomic features of the radial collateral artery. A clinical case-control study was performed. The radial collateral artery was studied with color Doppler sonography in 15 healthy volunteers. The origins, courses, variations, and locations of the perforators of the radial collateral artery were recorded. The results and data from the color Doppler sonographic investigation were compared with an anatomic study that was performed on 22 adult cadaveric upper limb specimens. The volunteer group (14 of 15 volunteers) and the cadaveric group (19 of 22 upper arm specimens) clearly showed that the branch pattern of the arterial supply was as follows: brachial artery → deep brachial artery → radial collateral artery → posterior radial collateral artery → myocutaneous perforator. Variations in the origin of the radial collateral artery were identified in 1 volunteer bilaterally and in 3 upper arm specimens. The diameters of the artery and vein measured at the distal insertion of the deltoid and the origin of the deep brachial artery were not significantly different between the volunteer and cadaver groups (P > .05). Due to the difference in measuring methods, the length of the vascular pedicles was significantly different between the groups (P < .05). Color Doppler sonography can facilitate the preoperative assessment of the origin, course, variations, and locations of the radial collateral artery and therefore may increase the success rate of lateral upper arm flap transfer. © 2016 by the American Institute of Ultrasound in Medicine.

  20. The Big6: Not Just for Kids! Introduction to the Big6: Information Problem-Solving for Upper High School, College-Age, and Adult Students.

    ERIC Educational Resources Information Center

    Eisenberg, Mike; Spitzer, Kathy

    1998-01-01

    Explains the Big6 approach to information problem-solving based on exercises that were developed for college or upper high school students that can be completed during class sessions. Two of the exercises relate to personal information problems, and one relates Big6 skill areas to course assignments. (LRW)

  1. Do Pregnancy and Parenthood Affect the Course of PCO Syndrome? Initial Results from the LIPCOS Study (Lifestyle Intervention for Patients with Polycystic Ovary Syndrome [PCOS]).

    PubMed

    Stassek, J; Ohnolz, F; Hanusch, Y; Schmidmayr, M; Berg, D; Kiechle, M; Seifert-Klauss, V R

    2015-11-01

    Introduction: The impact of pregnancy and parenthood on the long-term course of PCOS (polycystic ovary syndrome is still not known. The LIPCOS study (Lifestyle Intervention for Patients with Polycystic Ovary Syndrome [PCOS] - using the example of pregnancy and parenthood) systematically investigates long-term changes in PCOS symptoms. Method and Patients: The LIPCOS pilot study sent out a questionnaire to 403 patients who had presented with oligomenorrhea between 1991 and 2002. The prospective LIPCOS main study systematically investigated 64 women using structured interviews about lifestyle changes in the last 10 years, created a detailed hormone profile of these women and carried out vaginal ultrasound to calculate ovarian score. Results: Ovarian volume and ovarian score were not significantly lower for women with children (n = 25) compared to women with PCOS who had not had children (n = 39; p = 0.226). More women with children than women who did not have children currently reported a regular daily lifestyle, and the difference was statistically significant (92 % [n = 23/25] vs. 61.5 % [n = 24/39]; p = 0.009). Ten years ago or before the birth of their first child, respectively, no such difference was found between both groups (52 vs. 51.3 %). Over the last 10 years, women with children were more likely to have shorter cycles compared to women without children (p = 0.441). 88 % of women with children compared to 69.2 % of women without children reported that currently they had a "healthy diet" (p = 0.130). Serum testosterone levels were slightly lower for women with children (67.6 % of the upper limits of normal ranges) compared to women without children (80 % of the upper limits of normal ranges), but because of the small subgroup sizes the difference was not statistically significant (p = 0.106). Conclusion: The LIPCOS study shows for the first time that pregnancy and parenthood may have an impact on the long-term course of PCOS. Women with children reported shorter cycles and had lower testosterone levels compared to women without children.

  2. Investigations of student understanding of entropy and of mixed second-order partial derivatives in upper-level thermodynamics

    NASA Astrophysics Data System (ADS)

    Bucy, Brandon R.

    While much of physics education research (PER) has traditionally been conducted in introductory undergraduate courses, researchers have begun to study student understanding of physics concepts at the upper-level. In this dissertation, we describe investigations conducted in advanced undergraduate thermodynamics courses. We present and discuss results pertaining to student understanding of two topics: entropy and the role of mixed second-order partial derivatives in thermodynamics. Our investigations into student understanding of entropy consisted of an analysis of written student responses to researcher-designed diagnostic questions. Data gathered in clinical interviews is employed to illustrate and extend results gathered from written responses. The question sets provided students with several ideal gas processes, and asked students to determine and compare the entropy changes of these processes. We administered the question sets to students from six distinct populations, including students enrolled in classical thermodynamics, statistical mechanics, thermal physics, physical chemistry, and chemical engineering courses, as well as a sample of physics graduate students. Data was gathered both before and after instruction in several samples. Several noteworthy features of student reasoning are identified and discussed. These features include student ideas about entropy prior to instruction, as well as specific difficulties and other aspects of student reasoning evident after instruction. As an example, students from various populations tended to emphasize either the thermodynamic or the statistical definition of entropy. Both approaches present students with a unique set of benefits as well as challenges. We additionally studied student understanding of partial derivatives in a thermodynamics context. We identified specific difficulties related to the mixed second partial derivatives of a thermodynamic state function, based on an analysis of student responses to homework and exam problems. Students tended to set these partial derivatives identically equal to zero. Students also displayed difficulties in relating the physical description of a material property to a corresponding mathematical statement involving partial derivatives. We describe the development of a guided-inquiry tutorial activity designed to address these specific difficulties. This tutorial focused on the graphical interpretation of partial derivatives. Preliminary results suggest that the tutorial was effective in addressing several student difficulties related to partial derivatives.

  3. The effects of next-day class characteristics on alcohol demand in college students.

    PubMed

    Berman, Hanna L; Martinetti, Margaret P

    2017-06-01

    Behavioral economic principles have been useful for addressing strategies to reduce alcohol consumption among college students. For example, academic variables (such as class schedule or academic rigor) have been found to affect alcohol demand assessed with a hypothetical alcohol purchase task (APT). The present studies used the APT to address the effects of 2 academic variables: next-day course level (no class, introductory level or upper level) and class size (no class, 30-student or 12-student). In each of 2 experiments, undergraduate participants read a description of a drinking context (either a no-class control version or 1 of the academic constraint conditions) and were asked to indicate how many drinks they would purchase at a variety of prices. Hursh and Silberberg's (2008) exponential demand equation was used to determine intensity and elasticity of demand, and Hursh and Roma's (2015) essential value (EV) parameter was calculated to assess essential value. In both experiments, a next-day class reduced alcohol demand, and alcohol consumption decreased as drink price increased. The presence of a smaller next-day class reduced alcohol demand compared with a larger next-day class; however, course level did not differentially affect alcohol demand. These results suggest that smaller next-day classes may reduce alcohol demand among college students and also provide initial evidence for the reliability of EV across studies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Seasonal and spatial variations in surface pCO2 and air-sea CO2 flux in the Chesapeake Bay

    NASA Astrophysics Data System (ADS)

    Cai, W. J.; Chen, B.

    2017-12-01

    Bay-wide observations of surface water partial pressure of carbon dioxide (pCO2) were conducted in May, June, August, and October 2016 to study the spatial and seasonal variations in surface pCO2 and to estimate air-sea CO2 flux in the Chesapeake Bay. Overall, high surface pCO2 in the upper-bay decreased downstream rapidly below the atmospheric value near the bay bridge in the mid-bay and then increased slightly to the lower-bay where pCO2 approached the atmospheric level. Over the course of a year, pCO2 was higher than 1000 µatm in the upper bay and the highest pCO2 (2500 µatm) was observed in August. Significant biologically-induced pCO2 undersaturation was observed at the upper part of the mid-bay in August with pCO2 as low as 50 µatm and oversaturated DO% of 200%. In addition to biological control, vertical mixing and upwelling controlled by wind direction and tidal stage played an important role in controlling surface pCO2 in the mid-bay as is evidenced by co-occurrence of high pCO2 with low temperature and low oxygen or high salinity from the subsurface. These physical processes occurred regularly and in short time scale of hours, suggesting they must be considered in the assessment of annual air-sea CO2 flux. Seasonally, the upper-bay acted as a source for atmospheric CO2 over the course of a year. The boundary of upper and mid bay transited from a CO2 source to a sink from May to August and was a source again in October due to strong biological production in summer. In contrast, the mid-bay represented as a CO2 source with large temporal variation due to dynamic hydrographic settings. The lower-bay transited from a weak sink in May to equilibrated with the atmosphere from June to August, while became a source again in October. Moreover, the CO2 flux could be reversed very quickly under episodic severe weather events. Thus further research, including the influence of severe weather and subsequent bloom, is needed to get better understanding of the carbon cycling in the Chesapeake Bay.

  5. A score card for upper GI endoscopy: Evaluation of interobserver variability in examiners with various levels of experience.

    PubMed

    Neumann, M; Friedl, S; Meining, A; Egger, K; Heldwein, W; Rey, J F; Hochberger, J; Classen, M; Hohenberger, W; Rösch, T

    2002-10-01

    In most European countries, training in GI endoscopy has largely been based on hands-on acquisition of experience in patients rather than on a structured training programme. With the development of training models systematic hands-on training in a variety of diagnostic and therapeutic endoscopy techniques was achieved. Little, however, is known about methods of objectively assessing trainees' performance. We therefore developed an assessment 'score card' for upper GI endoscopy and tested it in endoscopists with various levels of experience. The aim of the study was therefore to assess interobserver variations in the evaluation of trainees. On the basis of textbook and expert opinions a consensus group of eight experienced endoscopists developed a score card for diagnostic upper GI endoscopy with biopsy. The score card includes an assessment of the single steps of the procedure as well as of the times needed to complete each step. This score card was then evaluated in a further conference including ten experts who blindly assessed videotapes of 15 endoscopists performing upper GI endoscopy in a training bio-simulation model (the 'Erlangen Endo-Trainer'). On the basis of their previous experience (i. e. the number of endoscopies performed) these 15 endoscopists were classified into four groups: very experienced, experienced, having some experience and inexperienced. Interobserver variability (IOV) was tested for the various score card parameters (Kendall's rank-correlation coefficient 0.0-0.5 poor, 0.5-1.0 good agreement). In addition, the correlation between the score card assessment and the examiners' experience levels was analysed. Despite poor IOV results for all the parameters tested (Kendall coefficient < 0.3), the assessment parameters correlated well when the examiners' different experience levels were taken into account (correlation coefficient 0.59-0.89, p < 0.05). The score card parameters were suitable for differentiating between the four groups of examiners with different levels of endoscopic experience. As expected with scores involving subjective assessment of performance, the variability between reviewers was substantial. Nevertheless, the assessment score was capable of distinguishing reliably between different experience levels in terms of a good individual observer consistency. The score card can therefore be used to document both training status and progress during endoscopy training courses using bio-simulation models, and this might be able to provide improved quality assurance in GI endoscopy training.

  6. Exercise-induced rhabdomyolysis.

    PubMed

    Lee, George

    2014-11-03

    Exercise-induced rhabdomyolysis, or exertional rhabdomyolysis (ER), is a clinical entity typically considered when someone presents with muscle stiffness, swelling, and pain out of proportion to the expected fatigue post exercise. The diagnosis is confirmed by myoglobinuria, and an elevated serum Creatinine Phosphokinase (CPK) level, usually 10 times the normal range. However, an elevation in CPK is seen in most forms of strenuous exercise, up to 20 times the upper normal range. Therefore, there is no definitive pathologic CPK cut-off. Fortunately the dreaded complication of acute renal failure is rare compared to other forms rhabdomyolysis. We review the risks, diagnosis, clinical course and treatment for exercise- induced rhabdomyolysis.

  7. Teaching Historical Geology through a Climate Science Lens

    NASA Astrophysics Data System (ADS)

    Cleary, P.

    2007-12-01

    As traditional Geology departments choose to reinvent themselves in light of waning interest in rocks and fossils, waxing interest in environmental, interdisciplinary issues, and advancements in pedagogy that champion inquiry and student based learning, the question begs, "What is to be done with that behemoth, historical geology?" Typically an introductory earth history course presents the timeline background to the origin and evolution of the planet Earth. At UW-Parkside, Origin and History of the Earth is taught from a climatic and dynamic equilibrium perspective using the textbook Earth's Climate Past and Future by William F. Ruddiman. The course is sectioned into 4 parts: 1) Water, Oxygen and Life on Earth, 2) Feedbacks: Greenhouse and Snowball Earth, 3) Mass Extinctions and 4) Present and Future Climate Change. While the course retains a focus upon historical dating and sampling, plate tectonics, the Milankovitch cycles and evolution, students encounter those topics as applied to solving problems reconstructing past climates, assessing the evolution of the past and future atmosphere and investigating mass extinctions. In class, small group work allows us to replace much of the standard passive lecture format with activities and outcomes congruent with a broader, environmentally cohesive picture of the planet, particularly with respect to climate change. The curriculum, activities, outcomes and assessment strategies of this new approach to an ancient class will be discussed. As an introductory course, and possible general education course, the curriculum addresses current issues of climate change to a broader audience than upper level coursework.

  8. Comparison of views of the nature of science between natural science and nonscience majors.

    PubMed

    Miller, Marie C Desaulniers; Montplaisir, Lisa M; Offerdahl, Erika G; Cheng, Fu-Chih; Ketterling, Gerald L

    2010-01-01

    Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.

  9. Computer Data Analysis for Meteorology - Project-Centered Skill Development for the Early Undergraduate Career

    NASA Astrophysics Data System (ADS)

    Ellis, T. D.

    2014-12-01

    Too often in geoscience education are the computer skills necessary for success in the workforce put off until the last years of undergraduate education. This is especially true in meteorology, a form of geophysical fluid dynamics many people encounter on a daily basis. Meteorologists often need to know specialized computer skills, including the use of scripting languages to automate handling large bundles of data, manipulating four-dimensional arrays (with three spatial dimensions and one time dimension), visualizing said datasets simply and effectively for publication, and performing statistical analysis of those datasets. Such topics are often addressed only at the senior undergraduate level or graduate school. At SUNY Oneonta, we are piloting a course that teaches these skills to third-semester students with the intent of building confidence in these skills throughout students' careers and with the of building a tool-box of skills that can be used in upper-division courses and undergraduate research. This poster will present the methods used in building this course, the kinds of activities designed, the desired student learning outcomes, and our assessment of those outcomes, and new initiatives engaged since the completion of the NSF-funded portion of the project in 2012.

  10. Guiding Design of University STEM Courses Based on Gifted Status and Strategies for Success

    NASA Astrophysics Data System (ADS)

    Hawthorne Allen, A. M.

    2016-12-01

    Starting from general population statistics and the self-selection of STEM majors by students, it can be concluded that science classes have a population of students trending towards the gifted, regardless of academic institution and admissions selectivity. On average, upper level and graduate STEM courses have an increasingly larger fraction of gifted students. I propose that the average level of giftedness of the students within a course serves as an overriding characteristic that is more significant than other demographic variables. Using this model when designing a STEM course can lead to more successful learning outcomes. In 1991, the Columbus Group defined giftedness as "asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness than are qualitatively different from the norm." These gifted characteristics are fundamentally innate lifelong traits that persist beyond K-12 designations and into our college classrooms. As this broader understanding of giftedness has emerged, myths and stereotypes in prior literature have also become clearer. Understanding and naming these myths can better impact our teaching effectiveness. While the diversity of gifted populations makes generalization difficult, gifted individuals can be described as having the following: asynchronous development, increased perceptivity, high sensitivity, perfectionism, and intensity. Several levels of giftedness have been identified on the basis of IQ scores or innate characteristics from birth. In addition, students who are twice-exceptional are yet another subpopulation present in our classes. If the average gifted level of STEM majors is higher than the norm population for a typical level of education, then understanding the characteristics of the subpopulations and the impact on classroom dynamics is essential. This directly impacts our STEM teaching pedagogy and style if productive learning outcomes are to be attained. For example, modern STEM teaching utilizes pedagogical interventions that typically involve active learning. The success of such interventions will interact with the gifted profile of students in a given class. In this presentation, I describe strategies, frameworks, and concrete examples that work for such students.

  11. 30 years of Physics Education Research at the University of Washington

    NASA Astrophysics Data System (ADS)

    Shaffer, Peter S.

    2017-01-01

    Over the past 30 years, members of the UW Physics Education Group have examined student learning in courses serving a wide range of populations. Most of the focus has been on elementary, middle, and high school teachers and students in introductory university physics courses, but more recently, the effort has expanded to include physics majors in upper-division courses on quantum mechanics and electrodynamics. In general, the group has taken a practical approach that focuses on identifying instructional strategies that are effective at promoting conceptual understanding and student reasoning ability. Examples will be drawn from across these courses to illustrate common themes and connections.

  12. The University of Texas Institute for Geophysics Marine Geology and Geophysics Field Course

    NASA Astrophysics Data System (ADS)

    Davis, M. B.; Gulick, S. P.; Allison, M. A.; Goff, J. A.; Duncan, D. D.; Saustrup, S.

    2010-12-01

    During the spring-summer intersession, we annually offer an intensive three-week field course designed to provide hands-on instruction and training for graduate and upper-level undergraduate students in the acquisition, processing, interpretation, and visualization of marine geological and geophysical data. Now in year four, the course covers high-resolution air gun and streamer seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, several types of sediment coring, grab sampling, and the sedimentology of resulting seabed samples (e.g., core description, grain size analysis, x-radiography, etc.). Students first participate in three days of classroom instruction designed to provide theoretical and technical background on each field method and impart geologic context of the study area. Students then travel to the Gulf Coast for a week of at-sea field work. In the field, students rotate between two small research vessels: one vessel, the 22’ aluminum-hulled R/V Lake Itasca, owned and operated by UTIG, is used for multibeam bathymetry, sidescan sonar, and sediment sampling; the other, NOAA’s R/V Manta or the R/V Acadiana, operated by the Louisiana Universities Marine Consortium, is used for high-resolution seismic reflection, CHIRP sub-bottom profiling, gravity coring, and vibracoring. Students assist with survey design, learn systems setup and acquisition parameters, and safe instrument deployment and retrieval techniques. Students also perform on-shore sedimentology lab work, data quality control, data processing and visualization using industry-standard software such as Focus, Landmark, Caris, and Fledermaus. During the course’s final week, students return to the classroom where, collaborating in teams of three, they integrate and interpret data in a final project which examines the geologic history and/or sedimentary processes as typified by the Gulf Coast continental shelf. The course culminates in a series of professional-level final presentations and discussions. Following the course, students report a greater understanding of marine geology and geophysics via the course’s intensive, hands-on, team approach, and low instructor to student ratio. This course satisfies field experience requirements for some degree programs and thus provides a unique alternative to land-based field courses.

  13. Project-Based Learning as a Vehicle for Teaching Science at the University Level

    NASA Astrophysics Data System (ADS)

    Courtney, A. R.; Wade, P.

    2012-12-01

    In a typical science course learning is teacher directed. Students are presented with knowledge and concepts via textbooks and lecture and then given the opportunity to apply them. Project-based learning (PBL) creates a context and reason to learn information and concepts. In PBL, learning is student directed and teacher facilitated. Students take ownership of their learning by finding, evaluating and synthesizing information from a variety of resources and via interaction between each other. In PBL, the project is central rather than peripheral to the curriculum. It is not just an activity that provides examples, additional practice or applications of the course content, but rather, the vehicle through which major concepts are discovered. The PBL process requires students to do revision and reflection encouraging them to think about what and how they are learning. PBL projects also allow students to develop important life-work skills such as collaboration, communication and critical thinking within the discipline. We have employed PBL in both Liberal Arts courses for non-science majors and upper division courses for science students. Three examples will be discussed. The first will be the production of video documentaries in a non-science major course; the second, a student generated electronic textbook in a 300-level energy course for science students; and lastly, a student designed analysis project in a chemistry major capstone laboratory course. The product in each of these examples was used to deliver knowledge to others in the class as well as members of the public providing motivation for students to do high-quality work. In our examples, student documentaries are publicly screened as part of a university-wide Academic Excellence Showcase; the student generated electronic textbook is available for public use on the internet; and the results of the student designed analysis were communicated to the real-world clients via letters and reports. We will discuss various technology tools employed in these projects such as the internet, wikis for collaborative writing, bookmarking management tools for sharing literature resources, photo sharing sites, and electronic literature searching tools. Also described will be assessment methods to gauge how the projects affected student learning.

  14. Specific features of the morphology and chemical properties of coarse-textured postagrogenic soils of the southern taiga, Kostroma oblast

    NASA Astrophysics Data System (ADS)

    Telesnina, V. M.; Vaganov, I. E.; Karlsen, A. A.; Ivanova, A. E.; Zhukov, M. A.; Lebedev, S. M.

    2016-01-01

    The properties of loamy sandy postagrogenic soils in the course of their natural overgrowing were studied in the southeastern part of Kostroma oblast. Micromorphological indications of tillage were preserved in these soils at least 35-40 years after the cessation of their agricultural use. In the course of the soil overgrowing with forest vegetation, the bulk density of the upper part of the former plow horizon decreased, the pH and the ash content of the litter horizon somewhat lowered with a simultaneous increase in the acidity of the upper mineral horizon, especially at the beginning of the formation of the tree stand. In 5-7 years after the cessation of tillage, the former plow horizon was differentiated with respect to the organic carbon content. The total pool of organic carbon in the upper 30 cm increased. In the course of the further development, in the postagrogenic soil under the 90to 100-year-old forest, the organic carbon pool in this layer became lower. The soil of the young fallow (5-7 years) was characterized by the higher values of the microbial biomass in the upper mineral horizon in comparison with that in the plowed soil. In general, the microbial biomass in the studied postagrogenic ecosystems (the soils of the fields abandoned in 2005 and 2000 and the soil under the secondary 40-year-old forest) was lower than that in the soil of the subclimax 90to 100-year-old forest. The enzymatic activity of the soils tends to increase during the succession. The restoration of the invertase and, partly, catalase activities to the values typical of the soils under mature forests takes place in about 40 years.

  15. A Possible Literary Canon in Upper School English Literature in Various Australian States, 1945-2005

    ERIC Educational Resources Information Center

    Yiannakis, John

    2014-01-01

    Using information gathered from a specifically created database, ALIAS, this paper sets out to examine the variations and changes to the works that appeared on the English reading lists of the different Australian states in their literature course(s) between 1945 and 2005. All those states which offered a set of public examinations at the end of…

  16. Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

    ERIC Educational Resources Information Center

    Malanga, Paul R.; Sweeney, William J.

    2008-01-01

    The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, "Single-case research designs." New York: Oxford University Press; Cooper et al. 2007, "Applied behavior analysis." Upper Saddle River:…

  17. The Use of Wireless Technology to Augment Problem-Based Learning in Special Education Preservice Teacher Training

    ERIC Educational Resources Information Center

    Blackbourn, J. M.; Fillingim, Jennifer G.; McCelland, Susan; Elrod, G. Franklin; Medley, Meagan B.; Kritsonis, Mary Alice; Ray, Jan

    2008-01-01

    This study examines the use of wireless laptop technology to support the application of problem-based learning (PBL) in a special education methods course. This field based course used a progressive disclosure process in weekly seminars to address issues posed in a case study. Eight scenarios, all related to the case, were presented to upper level…

  18. Geoscience Through the Lens of Art: a collaborative course of science and art for undergraduates of various disciplines

    NASA Astrophysics Data System (ADS)

    Ellins, K. K.; Eriksson, S. C.; Samsel, F.; Lavier, L.

    2017-12-01

    A new undergraduate, upper level geoscience course was developed and taught by faculty and staff of the UT Austin Jackson School of Geosciences, the Center for Agile Technology, and the Texas Advanced Computational Center. The course examined the role of the visual arts in placing the scientific process and knowledge in a broader context and introduced students to innovations in the visual arts that promote scientific investigation through collaboration between geoscientists and artists. The course addressed (1) the role of the visual arts in teaching geoscience concepts and promoting geoscience learning; (2) the application of innovative visualization and artistic techniques to large volumes of geoscience data to enhance scientific understanding and to move scientific investigation forward; and (3) the illustrative power of art to communicate geoscience to the public. In-class activities and discussions, computer lab instruction on the application of Paraview software, reading assignments, lectures, and group projects with presentations comprised the two-credit, semester-long "special topics" course, which was taken by geoscience, computer science, and engineering students. Assessment of student learning was carried out by the instructors and course evaluation was done by an external evaluator using rubrics, likert-scale surveys and focus goups. The course achieved its goals of students' learning the concepts and techniques of the visual arts. The final projects demonstrated this, along with the communication of geologic concepts using what they had learned in the course. The basic skill of sketching for learning and using best practices in visual communication were used extensively and, in most cases, very effectively. The use of an advanced visualization tool, Paraview, was received with mixed reviews because of the lack of time to really learn the tool and the fact that it is not a tool used routinely in geoscience. Those senior students with advanced computer skills saw the importance of this tool. Students worked in teams, more or less effectively, and made suggestions for improving future offerings of the course.

  19. The University of Texas Institute for Geophysics' Marine Geology and Geophysics Field Course: A Hand-On Education Approach to Applied Geophysics

    NASA Astrophysics Data System (ADS)

    Davis, M. B.; Goff, J.; Gulick, S. P. S.; Fernandez, R.; Duncan, D.; Saustrup, S.

    2016-12-01

    The University of Texas Institute for Geophysics, Jackson School of Geosciences, offers a 3-week marine geology and geophysics field course. The course provides hands-on instruction and training for graduate and upper-level undergraduate students in high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, and sediment sampling and analysis. Students first participate in 3 days of classroom instruction designed to communicate geological context of the field area along with theoretical and technical background on each field method. The class then travels to the Gulf Coast for a week of at-sea field work at locations that provide an opportunity to investigate coastal and continental shelf processes. Teams of students rotate between UTIG's 26' R/V Scott Petty and NOAA's 82' R/V Manta. They assist with survey design, instrumentation set up, and learn about acquisition, quality control, and safe instrument deployment. Teams also process data and analyze samples in onshore field labs. During the final week teams integrate, interpret, and visualize data in a final project using industry-standard software. The course concludes with team presentations on their interpretations with academic and industry supporters. Students report a greater understanding of marine geology and geophysics through the course's intensive, hands-on, team approach and high instructor/student ratio (sixteen students, three faculty, and three teaching assistants). Post-class, students may incorporate course data in senior honors or graduate thesis and are encouraged to publish and present results at national meetings. This course (to our knowledge) remains the only one of its kind, satisfies field experience requirements for some degree programs, and provides an alternative to land-based field courses. Alumni note the course's applicability to energy, environmental, and geotechnical industries as well as coastal restoration/management fields.

  20. Video Analysis of a Plucked String: An Example of Problem-based Learning

    NASA Astrophysics Data System (ADS)

    Wentworth, Christopher D.; Buse, Eric

    2009-11-01

    Problem-based learning is a teaching methodology that grounds learning within the context of solving a real problem. Typically the problem initiates learning of concepts rather than simply being an application of the concept, and students take the lead in identifying what must be developed to solve the problem. Problem-based learning in upper-level physics courses can be challenging, because of the time and financial requirements necessary to generate real data. Here, we present a problem that motivates learning about partial differential equations and their solution in a mathematical methods for physics course. Students study a plucked elastic cord using high speed digital video. After creating video clips of the cord motion under different tensions they are asked to create a mathematical model. Ultimately, students develop and solve a model that includes damping effects that are clearly visible in the videos. The digital video files used in this project are available on the web at http://physics.doane.edu .

  1. Development of teaching modules for geology and engineering coursework using terrestrial LiDAR scanning systems

    NASA Astrophysics Data System (ADS)

    Yarbrough, L. D.; Katzenstein, K.

    2012-12-01

    Exposing students to active and local examples of physical geologic processes is beneficial to the learning process. Students typically respond with interest to examples that use state-of-the-art technologies to investigate local or regional phenomena. For lower cognitive level of learning (e.g. knowledge, comprehension, and application), the use of "close-to-home" examples ensures that students better understand concepts. By providing these examples, the students may already have a familiarity or can easily visit the location. Furthermore, these local and regional examples help students to offer quickly other examples of similar phenomena. Investigation of these examples using normal photographic techniques, as well as a more sophisticated 3-D Light Detection And Ranging (LiDAR) (AKA Terrestrial Laser Scanning or TLS) system, allows students to gain a better understanding of the scale and the mechanics of the geologic processes and hazards. The systems are used for research, teaching and outreach efforts and depending on departmental policies can be accessible to students are various learning levels. TLS systems can yield scans at sub-centimeter resolution and contain surface reflectance of targets. These systems can serve a number of learning goals that are essential for training geoscientists and engineers. While querying the data to answer geotechnical or geomorphologic related questions, students will develop skills using large, spatial databases. The upper cognitive level of learning (e.g. analysis, synthesis, and evaluation) is also promoted by using a subset of the data and correlating the physical geologic process of stream bank erosion and rock slope failures with mathematical and computer models using the scanned data. Students use the examples and laboratory exercises to help build their engineering judgment skills with Earth materials. The students learn not only applications of math and engineering science but also the economic and social implication of designed engineering solutions. These course learning modules were developed for traditional geological engineering courses delivered on campus, for more intensive field work courses and online-based asynchronous course delivery.

  2. Practice makes pretty good: assessment of primary literature reading abilities across multiple large-enrollment biology laboratory courses.

    PubMed

    Sato, Brian K; Kadandale, Pavan; He, Wenliang; Murata, Paige M N; Latif, Yama; Warschauer, Mark

    2014-01-01

    Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent training our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In this module, instructors conduct classroom discussions that dissect a paper as researchers do. While previous work has identified classroom interventions that improve primary literature comprehension within a single course, our goal was to determine whether including a scientific paper module in our classes could produce long-term benefits. On the basis of performance in an assessment exam, we found that our module resulted in longitudinal gains, including increased comprehension and critical-thinking abilities in subsequent lab courses. These learning gains were specific to courses utilizing our module, as no longitudinal gains were seen in students who had taken other upper-division labs that lacked extensive primary literature discussion. In addition, we assessed whether performance on our assessment correlated with a variety of factors, including grade point average, course performance, research background, and self-reported confidence in understanding of the article. Furthermore, all of the study conclusions are independent of biology disciplines, as we observe similar trends within each course. © 2014 B. K. Sato et al. CBE—Life Sciences Education © 2014 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).

  3. Socratic dialogs and clicker use in an upper-division mechanics course

    NASA Astrophysics Data System (ADS)

    Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

    2012-02-01

    The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

  4. Subacute copper-deficiency myelopathy in a patient with occult celiac disease.

    PubMed

    Cavallieri, Francesco; Fini, Nicola; Contardi, Sara; Fiorini, Massimo; Corradini, Elena; Valzania, Franco

    2017-07-01

    Acquired copper deficiency represents a rare cause of progressive myelopathy presenting with sensory ataxia and spastic gait. The time interval from neurological symptoms onset to diagnosis of myelopathy ranges from 2 months to several years in almost all cases, mimicking the clinical course of subacute combined degeneration due to vitamin B12 deficiency. A 60-year-old man, without any gastrointestinal symptoms, developed over the course of one week rapidly progressive gait imbalance, tingling and numbness in his feet and ascending lower limb weakness. Spine magnetic resonance imaging revealed hyperintensity involving cervical and dorsal posterior columns of spinal cord. Blood analysis revealed undetectable serum copper levels, low serum ceruloplasmin and positive serum Immunoglobulin A anti-tissue transglutaminase. Upper gastrointestinal endoscopy was performed revealing duodenal villous atrophy consistent with a malabsorption pattern. A gluten-free diet in association with intravenous then oral copper supplementation prompted sustained normalization of serum copper levels and progressive clinical improvement. We report a rare case of myelopathy induced by copper deficiency secondary to undiagnosed celiac disease, peculiarly presenting with a subacute onset. This case expands the neurological presentation and clinical course of myelopathy due to acquired copper deficiency. We suggest investigation of copper deficiency in patients presenting with subacute or even acute sensory ataxia and spastic gait. Detection of hypocupremia in patients without a previous history of gastric surgery should lead to diagnostic testing for celiac disease even in the absence of any obvious gastrointestinal symptoms.

  5. Sixteen years of collaborative learning through active sense-making in physics (CLASP) at UC Davis

    NASA Astrophysics Data System (ADS)

    Potter, Wendell; Webb, David; Paul, Cassandra; West, Emily; Bowen, Mark; Weiss, Brenda; Coleman, Lawrence; De Leone, Charles

    2014-02-01

    This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the 5 h per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented that show increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.

  6. Optimal retraining time for regaining functional fitness using multicomponent training after long-term detraining in older adults.

    PubMed

    Lee, Minyoung; Lim, Taehyun; Lee, Jaehyuk; Kim, Kimyeong; Yoon, BumChul

    2017-11-01

    Little is known about the optimal retraining time for regaining functional fitness through multicomponent training following long-term detraining in older adults. This study first investigated the time course of functional fitness changes during 12-month multicomponent training, 12-month detraining, and 9-month retraining in 18 older adults (68.33±3.46) and then determined the optimal retraining time for regaining the post-training functional fitness level after a 12-month detraining period. Functional fitness, including lower and upper limb strength, lower and upper limb flexibility, aerobic endurance, and dynamic balance, was assessed at baseline, 12 months post-training, 12 months post-detraining, and 3, 6, and 9 months post-retraining. There were significant increases in all of the functional fitness components except upper limb flexibility at post-training and no significant decreases at post-detraining. For lower and upper limb strength and lower limb flexibility, a 3-month period was required to regain the post-training condition. For aerobic endurance and dynamic balance, a retraining period ≥9months was necessary to regain the post-training functional fitness condition. To regain the post-training condition of all functional fitness components, a retraining period ≥9months was required. This information might be useful for health professionals to encourage older adults not to interrupt retraining until they regain their post-training functional fitness condition. Copyright © 2017 Elsevier B.V. All rights reserved.

  7. Sustainable energy at the 100 W level for scientific sites on the Antarctic Plateau: Lessons learned from the Polar Experiment Network for Geospace Upper atmosphere Investigations-Automatic Geophysical Observatory project

    NASA Astrophysics Data System (ADS)

    Melville, R.; Stillinger, A.; Gerrard, A.; Weatherwax, A.

    2014-04-01

    The need to provide power to unmanned instrumentation over the course of an entire year on the Antarctic plateau presents a large number of engineering and logistical challenges. Designs formulated in ideal laboratory environments often fail in the Antarctic due to the harsh operating conditions, and field experience is necessary to achieve year-round operation in the 100 W power range. In this paper we present our current power design for the Automatic Geophysical Observatories; a design based on over two decades of experience on the ice and allows for relatively continuous operation at the aforementioned power level. We also discuss our various implementation methods, both failures and successes, in an effort assist other unmanned deployments on the ice.

  8. Sustainable energy at the 100 W level for scientific sites on the Antarctic Plateau: lessons learned from the Polar Experiment Network for Geospace Upper atmosphere Investigations-Automatic Geophysical Observatory project.

    PubMed

    Melville, R; Stillinger, A; Gerrard, A; Weatherwax, A

    2014-04-01

    The need to provide power to unmanned instrumentation over the course of an entire year on the Antarctic plateau presents a large number of engineering and logistical challenges. Designs formulated in ideal laboratory environments often fail in the Antarctic due to the harsh operating conditions, and field experience is necessary to achieve year-round operation in the 100 W power range. In this paper we present our current power design for the Automatic Geophysical Observatories; a design based on over two decades of experience on the ice and allows for relatively continuous operation at the aforementioned power level. We also discuss our various implementation methods, both failures and successes, in an effort assist other unmanned deployments on the ice.

  9. Climate Engineering: A Nexus of Ethics, Science and Governance

    NASA Astrophysics Data System (ADS)

    Ackerman, T. P.

    2015-12-01

    Climate engineering (or geoengineering) has emerged as a possible component of a strategy to mitigate global warming. This emergence has produced a novel intersection of atmospheric science, environmental ethics and global governance. The scientific questions of climate engineering, while difficult to answer in their own right, are compounded by ethical considerations regarding whether these questions should be addressed and governance questions of how research and deployment could be managed. In an effort to address this intersection of ideas and provide our students with a rich interdisciplinary experience, we (T. Ackerman and S. Gardiner, both senior professors at the University of Washington) taught a cross-listed course in the Atmospheric Sciences and Philosophy departments. The course attracted 12 students (mostly graduate students but with two upper level undergraduates), with roughly equal representation from environmental sciences, ethics, and public policy disciplines, as well as two post-docs. Our primary goal for the course was to develop a functioning research community to address the core issues at the intersection of science and ethics. In this presentation, we discuss the course structure, identify strategies that were successful (or less so), and describe outcomes. We consider this course to be primarily pedagogical in nature, but we also recognize that many of the students in the class, perhaps even a majority, are intending to pursue careers outside academia in areas of public policy, environmental consulting, etc., which added an extra dimension to our class. Here, we also discuss the possibility of developing and teaching such courses in an academic environment that is stressed financially and increasingly dependent on metrics related to class size and student credit hours.

  10. Getting back to the dissecting room: An evaluation of an innovative course in musculoskeletal anatomy for UK-based rheumatology training.

    PubMed

    Blake, Tim; Marais, Debbi; Hassell, Andrew B; Stevenson, Kay; Paskins, Zoe

    2017-12-01

    The rheumatologist relies heavily on clinical skills to diagnose diverse conditions, something that is correlated with one's knowledge of clinical anatomy. More recently, rheumatology has offered further career flexibility with opportunities to develop skills such as joint injection and musculoskeletal (MSK) ultrasound, both of which require a sound understanding of anatomy. Currently, there are no formal strategies to support competency-based anatomy learning in rheumatology in the UK. This study aimed to evaluate an innovative applied anatomy course utilizing cadaveric material, targeted at clinicians practising in rheumatology and MSK medicine. A new course was developed for rheumatologists, rheumatology trainees and allied health professionals practising rheumatology and MSK medicine, with the principal focus being on applied MSK anatomy. A questionnaire was given to course attendees and a mixed methods approach of evaluation used. Descriptive statistical data analysis was performed. The course received overall positive feedback and statistically significant improvements in levels of confidence in anatomy (mean 52.35-83.53, p < 0.0001), injections (mean 57.65-81.18, p < 0.0001), examination of the upper limb (mean 60.59-76.47, p < 0.0001) and examination of the lower limb (mean 58.24-77.65, p < 0.0001). Course attendees also favoured a peer-assisted and multidisciplinary learning approach. This study lends support for the use of cadaveric material in the teaching of postgraduate anatomy to rheumatologists. It has demonstrated a continual need for hands-on and interactive anatomy training in an ever-advancing digital world. To be successful, cadaveric learning should not be viewed in a purely 'pre-clinical' setting, but instead integrated with postgraduate learning. Copyright © 2017 John Wiley & Sons, Ltd.

  11. 34 CFR 646.4 - What activities and services may a project provide?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... in course selection. (d) Tutorial services and counseling and peer counseling. (e) Exposure to... education. (i) Mentoring programs involving faculty or upper class students, or any combination of faculty...

  12. The Molecular Biology Capstone Assessment: A Concept Assessment for Upper-Division Molecular Biology Students

    PubMed Central

    Couch, Brian A.; Wood, William B.; Knight, Jennifer K.

    2015-01-01

    Measuring students’ conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty reviews and response validation through student interviews. The final assessment was taken online by 504 students in upper-division courses at seven institutions. Data from this administration indicate that the MBCA has acceptable levels of internal reliability (α = 0.80) and test–retest stability (r = 0.93). Students achieved a wide range of scores with a 67% overall average. Performance results suggest that students have an incomplete understanding of many molecular biology concepts and continue to hold incorrect conceptions previously documented among introductory-level students. By pinpointing areas of conceptual difficulty, the MBCA can provide faculty members with guidance for improving undergraduate biology programs. PMID:25713098

  13. Improving Geoscience Students' Spatial Thinking Skills: Applying Cognitive Science Research in the Classroom

    NASA Astrophysics Data System (ADS)

    Ormand, C. J.; Shipley, T. F.; Manduca, C. A.; Tikoff, B.

    2011-12-01

    Spatial thinking skills are critical to success in many subdisciplines of the geosciences (and beyond). There are many components of spatial thinking, such as mental rotation, penetrative visualization, disembedding, perspective taking, and navigation. Undergraduate students in introductory and upper-level geoscience courses bring a wide variety of spatial skill levels to the classroom, as measured by psychometric tests of many of these components of spatial thinking. Furthermore, it is not unusual for individual students to excel in some of these areas while struggling in others. Although pre- and post-test comparisons show that student skill levels typically improve over the course of an academic term, average gains are quite modest. This suggests that it may be valuable to develop interventions to help undergraduate students develop a range of spatial skills that can be used to solve geoscience problems. Cognitive science research suggests a number of strong strategies for building students' spatial skills. Practice is essential, and time on task is correlated to improvement. Progressive alignment may be used to scaffold students' successes on simpler problems, allowing them to see how more complex problems are related to those they can solve. Gesturing has proven effective in moving younger students from incorrect problem-solving strategies to correct strategies in other disciplines. These principles can be used to design instructional materials to improve undergraduate geoscience students' spatial skills; we will present some examples of such materials.

  14. Elevating Student Potential: Creating Digital Video to Teach Neurotransmission

    PubMed Central

    Jarvinen, Michael K.; Jarvinen, Lamis Z.

    2012-01-01

    Students today have unprecedented access to technology, the Internet, and social media. Their nearly ubiquitous use of these platforms is well documented. Given that today’s students may be primed to learn using a different medium, incorporating various technological elements into the classroom in a manner compatible with traditional approaches to teaching becomes a challenge. We recently designed and implemented a strategy that capitalized on this knowledge. Students in their first neuroscience course were required to create a 3–5 minute digital video using video-making freeware available on any Mac or PC. They used images, text, animation, as well as downloaded music to describe the fundamental process of neurotransmission as it applies to a topic of their choice. In comparison to students taught using other more traditional approaches to demonstrate the process of neurotransmission, we observed that students who took part in the video-making project exhibited better understanding of the neurological process at multiple levels, as defined by Bloom’s revised taxonomy. This was true even of students who had no aspirations of pursuing a Neuroscience career, thus suggesting that there was an overall increased level of student engagement regardless of personal career interests. The utility of our approach was validated by both direct and indirect assessments. Importantly, this particular strategy to teaching difficult concepts offers a high degree of flexibility allowing it to potentially be incorporated into any upper-level Neuroscience course. PMID:23493934

  15. Book Reviews

    NASA Astrophysics Data System (ADS)

    Horner, Joseph L.

    1987-04-01

    Progress in the fields of integrated optics and fiber optics is continuing at a rapid pace. Recognizing this trend, the goal of the author is to provide an introductory textbook on time-harmonic electromagnetic theory, with an emphasis on optical rather than microwave technologies. The book is appropriate for an upper-level undergraduate or graduate course. Each chapter includes examples of problems. The book focuses on several areas of prime importance to intergrated optics. These include dielectric waveguide analysis, couple-mode thoery, Bragg scattering, and prism coupling There is very little coverage of active components such as electro-optic modulators and switches. The author assumes the reader has a working knowledge of vector calculus and is familiar with Maxwell's equations.

  16. Associations Between Functional Movement Screening, the Y Balance Test, and Injuries in Coast Guard Training.

    PubMed

    Cosio-Lima, Ludmila; Knapik, Joseph J; Shumway, Richard; Reynolds, Katy; Lee, Youngil; Greska, Eric; Hampton, Michael

    2016-07-01

    Tests that have the ability to predict injuries in various military and athletic populations are important because of the role they could play in primary prevention. Functional Movement Screen (FMS) and Y Balance Tests (YBT) may provide this prognostic ability. This study examined the association between injuries and age, physical characteristics, FMS, and upper and lower body YBTs among Coast Guard Maritime Security Response Team (MSRT) candidates. Thirty-one male Coast Guard Maritime Security Response Team candidates were administered the 7 FMS tests and lower- and upper-body YBTs before their intense 2-month training course. Age, height, weight, and body mass index were also obtained. Physical training-related injuries were recorded during the course. Injury incidence was 41%. Older age and lower scores on either FMS or the upper-body YBT were associated with higher injury risk. Performance of the lower-body YBT was not associated with injury risk. This is the first investigation showing that lower scores on the upper-body YBT were associated with higher injury risk and is in consonance with previous investigations demonstrating associations between lower FMS scores and higher injury risk. Certain limitations need to be addressed. Future studies should determine if FMS and the YBTs have prognostic ability in other populations. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

  17. Association of Tourette Syndrome and Chronic Tic Disorders With Objective Indicators of Educational Attainment: A Population-Based Sibling Comparison Study.

    PubMed

    Pérez-Vigil, Ana; Fernández de la Cruz, Lorena; Brander, Gustaf; Isomura, Kayoko; Jangmo, Andreas; Kuja-Halkola, Ralf; Hesselmark, Eva; D'Onofrio, Brian M; Larsson, Henrik; Mataix-Cols, David

    2018-05-29

    The influence of Tourette syndrome and chronic tic disorders on academic performance has not been objectively quantified. To investigate the association of Tourette syndrome and chronic tic disorders with objectively measured educational outcomes, adjusting for measured covariates and unmeasured factors shared between siblings and taking common psychiatric comorbidities into account. A population-based birth cohort consisting of all individuals born in Sweden from 1976 to 1998 was followed up until December 2013. Individuals with organic brain disorders, mental retardation, and 2 foreign-born parents were excluded. We further identified families with at least 2 singleton full siblings and families with siblings discordant for Tourette syndrome or chronic tic disorders. Previously validated International Classification of Diseases diagnoses of Tourette syndrome or chronic tic disorders in the Swedish National Patient Register. Eligibility to access upper secondary school after compulsory education, finishing upper secondary school, starting a university degree, and finishing a university degree. Of the 2 115 554 individuals in the cohort, 3590 had registered a diagnosis of Tourette syndrome or a chronic tic disorder in specialist care (of whom 2822 [78.6%] were male; median [interquartile] age at first diagnosis, 14.0 [11-18] years). Of 726 198 families with at least 2 singleton full siblings, 2697 included siblings discordant for these disorders. Compared with unexposed individuals, people with Tourette syndrome or chronic tic disorders were significantly less likely to pass all core and additional courses at the end of compulsory school (odds ratios ranging from 0.23 [95% CI, 0.20-0.26] for the handcraft textile/wood course to 0.36 [95% CI, 0.31-0.41] for the English language course) and to access a vocational program (adjusted OR [aOR], 0.31; 95% CI, 0.28-0.34) or academic program (aOR, 0.43; 95% CI, 0.39-0.47) in upper secondary education. Individuals with the disorders were also less likely to finish upper secondary education (aOR, 0.35; 95% CI, 0.32-0.37), start a university degree (aOR, 0.41; 95% CI, 0.37-0.46), and finish a university degree (aOR, 0.39; 95% CI, 0.32-0.48). The results were only marginally attenuated in the fully adjusted sibling comparison models. Exclusion of patients with neuropsychiatric comorbidities, particularly attention-deficit/hyperactivity disorder and pervasive developmental disorders, resulted in attenuated estimates, but patients with Tourette syndrome or chronic tic disorders were still significantly impaired across all outcomes. Help-seeking individuals with Tourette syndrome or chronic tic disorders seen in specialist settings experience substantial academic underachievement across all educational levels, spanning from compulsory school to university, even after accounting for multiple confounding factors and psychiatric comorbidities.

  18. Writing and Communicating in the Geosciences: A 1-credit required course to prepare undergraduates for independent research

    NASA Astrophysics Data System (ADS)

    St John, K. K.; Courtier, A. M.; Pyle, E. J.

    2013-12-01

    With increasing numbers of majors (currently 130) and an independent research requirement of all undergraduates in our program, the Department of Geology and Environmental Science at James Madison University sought a means to streamline and formalize instruction of research practices we deem fundamental to all sub-disciplines in the geosciences. Therefore, in Fall 2010, we developed a research preparation course called 'Writing and Communicating in the Geosciences,' which is now required for all Geology BS and Earth Science BA undergraduate students. This 1-credit course must be completed prior to students' senior year, and is a pre-requisite to a minimum of 2-credits of independent research required of all majors. 'Writing and Communicating in the Geosciences' is designed to prepare students for independent research by providing them with opportunities to develop, practice, and gain feedback on a variety of writing and communication skills. It is our goal that after taking this course, students are able to identify primary literature using the library data-based systems, critically discuss peer-reviewed papers, write abstracts, use accepted referencing styles in bibliographies, and effectively make scientific posters and give oral presentations. The class is offered every semester and is always co-taught by two faculty members from the department. Curriculum and instruction is designed to balance student workload, faculty workload, and strategies toward meeting the course learning objectives. Students informally report at the time of enrollment that this is a perceived as a rigorous 'rite-of-passage' course. Informal feedback from past students has been positive, suggesting that the greatest benefits manifest later, as former students apply the course-developed skills to projects in their upper-level courses, their independent research projects, and their graduate research. Faculty feedback has been similarly positive, with department colleagues commenting that their research students are better prepared to conduct background research for their independent projects and are producing higher quality presentations and posters. These preliminary observations suggest that this course may be a good model for other geoscience programs. A formal qualitative and quantitative study is currently being designed to further assess the impact of this course on the development of students' research skills.

  19. ImmuneQuest: Assessment of a Video Game as a Supplement to an Undergraduate Immunology Course.

    PubMed

    Raimondi, Stacey L

    2016-05-01

    The study of immunology, particularly in this day and age, is an integral aspect of the training of future biologists, especially health professionals. Unfortunately, many students lose interest in or lack true comprehension of immunology due to the jargon of the field, preventing them from gaining a true conceptual understanding that is essential to all biological learning. To that end, a new video game, ImmuneQuest, has been developed that allows undergraduate students to "be" cells in the immune system, finding and attacking pathogens, while answering questions to earn additional abilities. The ultimate goal of ImmuneQuest is to allow students to understand how the major cells in the immune system work together to fight disease, rather than focusing on them as separate entities as is more commonly done in lecture material. This work provides the first assessment of ImmuneQuest in an upper-level immunology course. Students had significant gains in learning of information presented in ImmuneQuest compared with information discussed in lecture only. Furthermore, while students found the game "frustrating" at times, they agreed that the game aided their learning and recommended it for future courses. Taken together, these results suggest that ImmuneQuest appears to be a useful tool to supplement lecture material and increase student learning and comprehension.

  20. High and low body mass index may predict severe disease course in children with inflammatory bowel disease.

    PubMed

    Yerushalmy-Feler, Anat; Ben-Tov, Amir; Weintraub, Yael; Amir, Achiya; Galai, Tut; Moran-Lev, Hadar; Cohen, Shlomi

    2018-04-24

    Inflammatory bowel disease (IBD) has been historically associated with underweight and malnutrition. The impact of both underweight and obesity on the clinical course of IBD in adults is controversial. This study described the association between body mass index (BMI) at diagnosis to disease course in children with IBD. We reviewed the medical records of children with IBD from the database of the 'Dana-Dwek' Children's Hospital between 2010 and 2016. Demographic and anthropometric data were collected as were disease characteristics, course and therapy. Patients were categorized in quartiles according to BMI percentiles at diagnosis (Q1-Q4). Of 100 children who were identified, 62 had Crohn's disease (CD) and 38 had ulcerative colitis (UC). The median age (interquartile range, IQR) at diagnosis was 13.7 (range 11.9-15.2) years. The median (IQR) follow-up was 2.1 (1.2-3.8) years. At diagnosis, 46 children (46%) were in Q1, 20 (20%) in Q2, 19 (19%) in Q3 and 15 (15%) in Q4. Prolonged time to diagnosis was associated with BMI in Q1 and Q4, as well as high disease activity at diagnosis (p < .001). In a multivariate analysis, BMI in the lower and upper quartiles was associated with disease exacerbation (HR 3.212 and 4.651, respectively, p = .016) and anti-tumor necrosis factor (TNF) therapy (HR 4.489 and 3.972, respectively, p = .021). BMI in the lower and upper quartiles was associated with more severe disease course in children with IBD. BMI may serve as a simple and highly accessible predictor of pediatric IBD course and prognosis.

  1. The University of Texas Institute for Geophysics Marine Geology and Geophysics Field Course

    NASA Astrophysics Data System (ADS)

    Davis, M. B.; Gulick, S. P.; Allison, M. A.; Goff, J. A.; Duncan, D. D.; Saustrup, S.

    2011-12-01

    The University of Texas Institute for Geophysics, part of the Jackson School of Geosciences, annually offers an intensive three-week marine geology and geophysics field course during the spring-summer intersession. Now in year five, the course provides hands-on instruction and training for graduate and upper-level undergraduate students in data acquisition, processing, interpretation, and visualization. Techniques covered include high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, several types of sediment coring, grab sampling, and the sedimentology of resulting seabed samples (e.g., core description, grain size analysis, x-radiography, etc.). Students seek to understand coastal and sedimentary processes of the Gulf Coast and continental shelf through application of these techniques in an exploratory mode. Students participate in an initial three days of classroom instruction designed to communicate geological context of the field area (which changes each year) along with theoretical and technical background on each field method. The class then travels to the Gulf Coast for a week of at-sea field work. In the field, students rotate between two small research vessels: one vessel, the 22' aluminum-hulled R/V Lake Itasca, owned and operated by UTIG, is used principally for multibeam bathymetry, sidescan sonar, and sediment sampling; the other, NOAA's R/V Manta or the R/V Acadiana, operated by the Louisiana Universities Marine Consortium, is used primarily for high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, gravity coring, and vibracoring. While at sea, students assist with survey design, learn instrumentation set up, acquisition parameters, data quality control, and safe instrument deployment and retrieval. In teams of three, students work in onshore field labs preparing sediment samples for particle size analysis and initial data processing. During the course's final week, teams return to the classroom where they integrate, interpret, and visualize data in a final project using industry-standard software such as Focus, Landmark, Caris, and Fledermaus. The course concludes with a series of professional-level final presentations and discussions in which students examine geologic history and/or sedimentary processes represented by the Gulf Coast continental shelf. With course completion, students report a greater understanding of marine geology and geophysics via the course's intensive, hands-on, team approach and low instructor to student ratio. This course satisfies field experience requirements for some degree programs and thus provides a unique alternative to land-based field courses.

  2. Leg lengthening - series (image)

    MedlinePlus

    ... as Legg-Perthes disease Previous injuries or bone fractures that may stimulate excessive bone growth Abnormal spinal ... in the bone to be lengthened; usually the lower leg bone (tibia) or upper ... small steps, usually over the course of several months.

  3. Multi-organ dysfunction in bodybuilding possibly caused by prolonged hypercalcemia due to multi-substance abuse: case report and review of literature.

    PubMed

    Schäfer, C N; Guldager, H; Jørgensen, H L

    2011-01-01

    A 26-year-old male bodybuilder was admitted to the surgical department of a Danish community hospital for hematemesis. During the clinical interview, he revealed that he had recently finished a course of anabolic steroids and erythropoietin. The patient also had a previous history of infections and chronic ulcers due to paraffin-oil injections in both upper arms one year before. Over the course of the next few hours, the patient developed signs of multi-organ dysfunction, including pancreatitis, hemorrhagic gastritis, nephropathy with temporary anuria, and respiratory insufficiency, and was transferred to the ICU. After manometric monitoring on the patient's upper arms proved difficult, invasive blood pressure monitoring was used and revealed that the patient was in a state of hypertensive crisis. This case of multi-organ dysfunction was possibly caused by multi-substance-induced hypercalcemia. © Georg Thieme Verlag KG Stuttgart · New York.

  4. Remedial Investigation/Feasibility Study, Operable Unit 5, Elmendorf AFB, Anchorage, Alaska. Volume 1. Text

    DTIC Science & Technology

    1994-03-04

    4.7a Organic Con mnats Detected in Upper Aquifer Groundwater .......... 4-46 4.7b Organic Contaminants Detected in Upper Aquifer Groundwater...OU 5 con ~tamiats and impacts on Ship Creek; "* Deftrmine fth fluenc of uppadient contminant sources on fth OU 5 "* Collect suifficient data to detemin...Post Rood, mnorh of the gdof course pro shop, and flowed into a drainage ditch parallel to Post Road. 0 All six source areas have undergone previous inv

  5. Preoperative neo-adjuvant therapy for curable rectal cancer--reaching a consensus 2008.

    PubMed

    Scott, N A; Susnerwala, S; Gollins, S; Myint, A Sun; Levine, E

    2009-03-01

    Our aim was to determine the range of neo-adjuvant therapy the multidisciplinary team (MDT) currently offers patients with curable (M(0)) rectal cancer. A senior oncologist from each of the four oncology centres in north Wales and the north-west of England (approximate target population 8 million - Glan Clwyd, Clatterbridge, Christie and Preston) reviewed his/her understanding of the current evidence of neo-adjuvant therapy in rectal cancer. Then a representative from each centre was asked to identify which of three neo-adjuvant options (no neo-adjuvant therapy, short-course radiotherapy 25 Gy over five fractions and long-course chemoradiotherapy) he/she would use for a rectal cancer in the upper, middle or lower third of the rectum staged by magnetic resonance imaging as being T(2)-T(4) and/or N(0)-N(2). In all cases of locally advanced rectal cancer (T(3a) N(1)-T(4)), oncologists from the four oncology centres recommended long-course chemoradiotherapy before rectal resection. This consensus was maintained for cases of lower third T(3a) N(0) cancers. Thereafter, the majority of patients with rectal cancer are offered adjuvant short-course radiotherapy. Neo-adjuvant therapy is less likely to be offered if the tumour is early (T(2), N(0)) and/or situated in the upper third of the rectum.

  6. Seroepidemiology of upper respiratory tract disease in the desert tortoise of California

    USGS Publications Warehouse

    Brown, Mary B.; Berry, Kristin H.; Schumacher, Isabella M.; Nagy, Kenneth A.; Christopher, Mary M.; Klein, Paul A.

    1999-01-01

    Several factors have combined with an upper respiratory tract disease (URTD) to produce declines on some population numbers of desert tortoises (Gopherus agassizii) in the western USA. This study was designed to determine the seroepidemiology of URTD in a population of wild adult tortoises at the Desert Tortoise Research Natural Area (DTNA) study site in Kern County (California, USA). Prior to initiation of the study, there was a dramatic decline in the number of individuals in this population. At each individual time point, samples were obtained from 12 to 20 tortoises with radiotransmitters during winter, spring, summer, and fall from 1992 through 1995. During the course of the study, 35 animals were sampled at one or more times. Only 10 animals were available for consistent monitoring throughout the 4 yr period. Specific antibody (Ab) levels to Mycoplasma agassizii were determined for individual tortoises by an enzyme-linked immunosorbent assay (ELISA) test. Specific Ab levels were not influenced by the gender of the tortoise. Levels of Ab and distribution of ELISA+, ELISA– and suspect animals were not consistently affected by season within a single year or for a season among the study years. Significantly more tortoises presented with clinical signs in 1992 and 1995. The profile of ELISA+ animals with clinical signs shifted from 5% (1992) to 42% (1995). In 1992, 52% of tortoises lacked clinical signs and were ELISA–. In 1995, this category accounted for only 19% of tortoises. Based on the results of this study, we conclude that URTD was present in this population as evidenced by the presence of ELISA+ individual animals, and that the infectious agent is still present as evidenced by seroconversion of previously ELISA– animals during the course of the study. There is evidence to suggest that animals may remain ELISA+ without showing overt disease, a clinical pattern consistent with the chronic nature of most mycoplasmal infections. Further, there are trends suggesting that the clinical expression of disease may be cyclical. Continued monitoring of this population could provide valuable information concerning the spread of URTD in wild tortoise populations.

  7. Comparing Outcomes from Field and Classroom Based Settings for Undergraduate Geoscience Courses

    NASA Astrophysics Data System (ADS)

    Skinner, M. R.; Harris, R. A.; Flores, J.

    2011-12-01

    Field based learning can be found in nearly every course offered in Geology at Brigham Young University. For example, in our Structural Geology course field studies substitute for labs. Students collect data their own data from several different structural settings of the Wasatch Range. Our curriculum also includes a two-week, sophomore-level field course that introduces students to interpreting field relations themselves and sets the stage for much of what they learn in their upper-division courses. Our senior-level six-week field geology course includes classical field mapping with exercises in petroleum and mineral exploration, environmental geology and geological hazards. Experiments with substituting field-based general education courses for those in traditional classroom settings indicate that student cognition, course enjoyment and recruiting of majors significantly increase in a field-based course. We offer a field-based introductory geology course (Geo 102) that is taught in seven, six-hour field trips during which students travel to localities of geologic interest to investigate a variety of fundamental geological problems. We compare the outcomes of Geo 102 with a traditional classroom-based geology course (Geo 101). For the comparison both courses are taught by the same instructor, use the same text and supplementary materials and take the same exams. The results of 7 years of reporting indicate that test scores and final grades are one-half grade point higher for Geo 102 students versus those in traditional introductory courses. Student evaluations of the course are also 0.8-1.4 points higher on a scale of 1-8, and are consistently the highest in the Department and College. Other observations include increased attendance, attention and curiosity. The later two are measured by the number of students asking questions of other students as well as the instructors, and the total number of questions asked during class time in the field versus the classroom. Normal classroom involvement includes two or three students asking nearly all of the questions, while in Geo 102 it is closer to half the class, and not the same students each time. Not only do more individuals participate in asking questions in Geo 102, but each participant asks more questions as well. Questions asked in class are generally specific to the discussion, while field questions are commonly multidisciplinary in nature. Field-based courses also encourage more students to collaborate with each other and to integrate shared observations due to the many different aspects of the geosciences present at each site. One of the most important pay-offs is the 50% increase in the number of students changing their major to geology in the field-based versus classroom-based courses. Field-based learning increases the depth of student understanding of the subjects they investigate as well as student involvement and enthusiasm in the class. The tradeoff we make for realizing significant individual and group discovery in the field is that more responsibility is placed on the student to understand the broad based geologic concepts found in the text. The field based approach allows the students to immediately apply their learning in real world applications.

  8. The University of Texas Institute for Geophysics Marine Geology and Geophysics Field Course

    NASA Astrophysics Data System (ADS)

    Duncan, D.; Davis, M. B.; Goff, J. A.; Gulick, S. P. S.; McIntosh, K. D.; Saustrup, S., Sr.

    2014-12-01

    The University of Texas Institute for Geophysics, part of the Jackson School of Geosciences, annually offers a three-week marine geology and geophysics field course during the spring-summer intersession. The course provides hands-on instruction and training for graduate and upper-level undergraduate students in high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, several types of sediment coring, grab sampling, and the sedimentology of resulting seabed samples. Students participate in an initial three days of classroom instruction designed to communicate geological context of the field area along with theoretical and technical background on each field method. The class then travels to the Gulf Coast for a week of at-sea field work. Our field sites at Port Aransas, and Galveston, TX, and Grand Isle, LA, provide ideal locations for students to investigate coastal processes of the Gulf Coast and continental shelf through application of geophysical techniques in an exploratory mode. At sea, students assist with survey design and instrumentation set up while learning about acquisition parameters, data quality control, trouble-shooting, and safe instrument deployment and retrieval. In teams of four, students work in onshore field labs preparing sediment samples for particle size analysis and data processing. During the course's final week, teams return to the classroom where they integrate, interpret, and visualize data in a final project using industry-standard software such as Echos, Landmark, Caris, and Fledermaus. The course concludes with a series of final presentations and discussions in which students examine geologic history and/or sedimentary processes represented by the Gulf Coast continental shelf with academic and industry supporters. Students report a greater understanding of marine geology and geophysics through the course's intensive, hands-on, team approach and low instructor to student ratio (sixteen students, three faculty, and three teaching assistants). This course (to our knowledge) remains the only one of its kind, satisfies field experience requirements for some degree programs, and provides an alternative to land-based field courses. www.ig.utexas.edu/research/mgg/courses/geof348K/

  9. A Hands-on Approach to Teaching Geophysics through the University of Texas Institute for Geophysics Marine Geology and Geophysics Field Course in the Gulf of Mexico.

    NASA Astrophysics Data System (ADS)

    Duncan, D.; Davis, M. B.; Goff, J.; Gulick, S. P. S.; Fernandez-Vasquez, R. A.; Saustrup, S.

    2017-12-01

    The three week field course is offered to graduate and upper-level undergraduate students as hands-on instruction and training for marine geology and geophysics applications. Instructors provide theoretical and technical background of high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, sediment coring, grab sampling, and the sedimentology of resulting seabed samples in the initial phase of the course. The class then travels to the Gulf Coast for a week of at-sea field work. Over the last 10 years, field sites at Freeport, Port Aransas, and Galveston, TX, and Grand Isle, LA, have provided ideal locations for students to explore and investigate coastal and continental shelf processes through the application of geophysical techniques. Students with various backgrounds work in teams of four and rotate between two marine vessels: the R/V Scott Petty, a 26' vessel owned and operated by UTIG, and the R/V Manta, an 82' vessel owned and operated by NOAA. They assist with survey design, instrumentation setup and breakdown, data acquisition, trouble-shooting, data quality control, and safe instrumentation deployment and recovery. Teams also process data and sediment samples in an onshore field lab. During the final week, students visualize, integrate and interpret data for a final project using industry software. The course concludes with final presentations and discussions wherein students examine Gulf Coast geological history and sedimentary processes with academic and industry supporters. Students report a greater understanding of marine geology and geophysics through the course's intensive, hands-on, team approach and low instructor to student ratio (sixteen students, three faculty, and three teaching assistants). Post-class, students may incorporate course data in senior honors or graduate thesis and are encouraged to publish and present results at national meetings. This course satisfies field experience requirements for some degree programs, provides an alternative to land-based field courses and to our knowledge, remains the only class of its kind. Alumni note the course's applicability to energy, environmental, and geotechnical industries as well as coastal restoration/management fields.

  10. System and method for inventorying multiple remote objects

    DOEpatents

    Carrender, Curtis L.; Gilbert, Ronald W.

    2007-10-23

    A system and method of inventorying multiple objects utilizing a multi-level or a chained radio frequency identification system. The system includes a master tag and a plurality of upper level tags and lower level tags associated with respective objects. The upper and lower level tags communicate with each other and the master tag so that reading of the master tag reveals the presence and absence of upper and lower level tags. In the chained RF system, the upper and lower level tags communicate locally with each other in a manner so that more remote tags that are out of range of some of the upper and lower level tags have their information relayed through adjacent tags to the master tag and thence to a controller.

  11. System and method for inventorying multiple remote objects

    DOEpatents

    Carrender, Curtis L [Morgan Hill, CA; Gilbert, Ronald W [Morgan Hill, CA

    2009-12-29

    A system and method of inventorying multiple objects utilizing a multi-level or a chained radio frequency identification system. The system includes a master tag and a plurality of upper level tags and lower level tags associated with respective objects. The upper and lower level tags communicate with each other and the master tag so that reading of the master tag reveals the presence and absence of upper and lower level tags. In the chained RF system, the upper and lower level tags communicate locally with each other in a manner so that more remote tags that are out of range of some of the upper and lower level tags have their information relayed through adjacent tags to the master tag and thence to a controller.

  12. From Loss of Memory to Poisson.

    ERIC Educational Resources Information Center

    Johnson, Bruce R.

    1983-01-01

    A way of presenting the Poisson process and deriving the Poisson distribution for upper-division courses in probability or mathematical statistics is presented. The main feature of the approach lies in the formulation of Poisson postulates with immediate intuitive appeal. (MNS)

  13. Student learning of upper-level thermal and statistical physics: The derivation and use of the Boltzmann factor

    NASA Astrophysics Data System (ADS)

    Thompson, John

    2015-04-01

    As the Physical Review Focused Collection demonstrates, recent frontiers in physics education research include systematic investigations at the upper division. As part of a collaborative project, we have examined student understanding of several topics in upper-division thermal and statistical physics. A fruitful context for research is the Boltzmann factor in statistical mechanics: the standard derivation involves several physically justified mathematical steps as well as the invocation of a Taylor series expansion. We have investigated student understanding of the physical significance of the Boltzmann factor as well as its utility in various circumstances, and identified various lines of student reasoning related to the use of the Boltzmann factor. Results from written data as well as teaching interviews suggest that many students do not use the Boltzmann factor when answering questions related to probability in applicable physical situations, even after lecture instruction. We designed an inquiry-based tutorial activity to guide students through a derivation of the Boltzmann factor and to encourage deep connections between the physical quantities involved and the mathematics. Observations of students working through the tutorial suggest that many students at this level can recognize and interpret Taylor series expansions, but they often lack fluency in creating and using Taylor series appropriately, despite previous exposure in both calculus and physics courses. Our findings also suggest that tutorial participation not only increases the prevalence of relevant invocation of the Boltzmann factor, but also helps students gain an appreciation of the physical implications and meaning of the mathematical formalism behind the formula. Supported in part by NSF Grants DUE-0817282, DUE-0837214, and DUE-1323426.

  14. Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

    NASA Astrophysics Data System (ADS)

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

    2002-05-01

    The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

  15. The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course

    PubMed Central

    Rux, Erika M.; Flaspohler, John A.

    2007-01-01

    Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction. PMID:18056306

  16. On the Roles of Upper- versus Lower-level Thermal Forcing in Shifting the Eddy-Driven Jet

    NASA Astrophysics Data System (ADS)

    Zhang, Y.; Nie, Y.; Chen, G.; Yang, X. Q.

    2017-12-01

    One most drastic atmospheric change in the global warming scenario is the increase in temperature over tropical upper-troposphere and polar surface. The strong warming over those two area alters the spacial distributions of the baroclinicity in the upper-troposphere of subtropics and in the lower-level of subpolar region, with competing effects on the mid-latitude atmospheric circulation. The final destination of the eddy-driven jet in future climate could be "a tug of war" between the impacts of such upper- versus lower-level thermal forcing. In this study, the roles of upper- versus lower-level thermal forcing in shifting the eddy-driven jet are investigated using a nonlinear multi-level quasi-geostrophic channel model. All of our sensitivity experiments show that the latitudinal position of the eddy-driven jet is more sensitive to the upper-level thermal forcing. Such upper-level dominance over the lower-level forcing can be attributed to the different mechanisms through which eddy-driven jet responses to them. The upper-level thermal forcing induces a jet shift mainly by affecting the baroclinic generation of eddies, which supports the latitudinal shift of the eddy momentum flux convergence. The jet response to the lower-level thermal forcing, however, is strongly "eddy dissipation control". The lower-level forcing, by changing the baroclinicity in the lower troposphere, induces a direct thermal zonal wind response in the upper level thus modifies the nonlinear wave breaking and the resultant irreversible eddy mixing, which amplifies the latitudinal shift of the eddy-driven jet. Whether the eddy response is "generation control" or "dissipation control" may strongly depend on the eddy behavior in its baroclinic processes. Only the anomalous eddy generation that penetrates into the upper troposphere can have a striking impact on the eddy momentum flux, which pushes the jet shift more efficiently and dominates the eddy response.

  17. Designing and Evaluating a Climate Change Course for Upper-Division Engineers and Scientists

    NASA Astrophysics Data System (ADS)

    Samson, P. J.

    2002-12-01

    AOSS 300, GLOBAL ENVIRONMENTAL IMPACT OF TECHNOLOGICAL CHANGE, was created to provide a mechanism for scientific exploration of the unexpected global environmental side effects of technological innovation with emphasis on issues of the atmosphere and oceans. The course is specifically designed to contribute to the desired Accreditation Board for Engineering and Technology (ABET) outcomes that engineering and science graduates possess "the broad education necessary to understand the impact of solutions in a global and societal context." To facilitate this new course a new suite of coupled Flash/PHP/MySQL tools have been created that allow personalization of the students' learning space and interaction with faculty. Using these tools students are challenged to actively participate in the construction of knowledge through development of on-line portfolios that influence course content. This paper reports on lessons learned in the first semester that will guide further course development.

  18. Upper limb injury in rugby union football: results of a cohort study.

    PubMed

    Usman, Juliana; McIntosh, Andrew Stuart

    2013-04-01

    There have been few in-depth studies of upper limb injury epidemiology in rugby union football, despite reports that they accounted for between 14% and 28% of all rugby injuries. To report on upper limb injury incidence, injury severity and to identify the risk factors associated with upper limb injuries, for example, level of play, season (years) and playing position. Prospective cohort study across five rugby seasons from 2004 to 2008. Formal rugby competitions-suburban, provincial and international. 1475 adult male rugby players in Colts, Grade and Elite competitions. An upper limb injury resulting in a missed game and its characteristics. A total of 61 598 athletic exposures (AE) and 606 upper limb injuries were recorded. About 66% of the injuries were to the shoulder. The overall upper limb injury incidence rate (IIR) was 9.84 injuries/1000 AE (95% CI 9.06 to 10.62). Statistically significant associations were found between upper limb injuries and level of play; and between shoulder injuries and playing position (p<0.05). No association was found between upper limb and shoulder injuries and study year. The overall upper limb IIR decreased as the level of play increased; 10.74 upper limb injuries/1000 AE (95% CI 9.93 to 11.56) in Colts to 6.07 upper limb injuries/1000 AE (95% CI 5.46 to 6.69) in Elite. The upper limb IIR decreased as the level of play increased indicating that age, level of skill and playing experience may be risk factors for upper limb injury.

  19. Using Course-Level Factors as Predictors of Online Course Outcomes: A Multi-Level Analysis at a US Urban Community College

    ERIC Educational Resources Information Center

    Wladis, Claire; Conway, Katherine; Hachey, Alyse C.

    2017-01-01

    Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the…

  20. Writing to Learn: An Evaluation of the Calibrated Peer Review™ Program in Two Neuroscience Courses

    PubMed Central

    Prichard, J. Roxanne

    2005-01-01

    Although the majority of scientific information is communicated in written form, and peer review is the primary process by which it is validated, undergraduate students may receive little direct training in science writing or peer review. Here, I describe the use of Calibrated Peer Review™ (CPR), a free, web-based writing and peer review program designed to alleviate instructor workload, in two undergraduate neuroscience courses: an upper- level sensation and perception course (41 students, three assignments) and an introductory neuroscience course (50 students; two assignments). Using CPR online, students reviewed primary research articles on assigned ‘hot’ topics, wrote short essays in response to specific guiding questions, reviewed standard ‘calibration’ essays, and provided anonymous quantitative and qualitative peer reviews. An automated grading system calculated the final scores based on a student’s essay quality (as determined by the average of three peer reviews) and his or her accuracy in evaluating 1) three standard calibration essays, 2) three anonymous peer reviews, and 3) his or her self review. Thus, students were assessed not only on their skill at constructing logical, evidence-based arguments, but also on their ability to accurately evaluate their peers’ writing. According to both student self-reports and instructor observation, students’ writing and peer review skills improved over the course of the semester. Student evaluation of the CPR program was mixed; while some students felt like the peer review process enhanced their understanding of the material and improved their writing, others felt as though the process was biased and required too much time. Despite student critiques of the program, I still recommend the CPR program as an excellent and free resource for incorporating more writing, peer review, and critical thinking into an undergraduate neuroscience curriculum. PMID:23493247

Some links on this page may take you to non-federal websites. Their policies may differ from this site.
Top