Help-Seeking Behaviors of Accounting Principles I Students.

Science.gov (United States)

Moncada, Susan M.; Sanders, Joseph C.

This study examined the help-seeking propensities of college students enrolled in a "Principles of Financial Accounting I" course. A total of 364 students responded to a questionnaire on various aspects of help-seeking behavior. It was found that the most frequently used source of help was friends or classmates, followed by the instructor and the…

How do we help students as newcomers to create and develop better communities of practice for learning in a Project based learning environment?

DEFF Research Database (Denmark)

Jensen, Lars Peter

2007-01-01

The question for debate in this paper, is how to help students creating and developing good communities of practice for learning in a Project based learning environment? At Aalborg University it has proven very helpful for students to have both a course addressing communication, collaboration......, learning and project management (CLP) and a reflection on these issues in a written process analysis....

Using Digital Storytelling to Help First-Grade Students' Adjustment to School

OpenAIRE

Fokides, Emanuel

2015-01-01

When coming to school for the first time, children might face a number of adjustment problems. The study presents the results of a project which used digital storytelling for helping first-grade primary school students during this transitional period. It was examined whether, through the development of the digital stories, students could understand how the school functions and whether this process helped them to change their attitudes and behaviors, thus achieving a smoother adaptation to the...

Does self-help increase rates of help seeking for student mental health problems by minimizing stigma as a barrier?

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Levin, Michael E; Krafft, Jennifer; Levin, Crissa

2018-01-01

This study examined whether self-help (books, websites, mobile apps) increases help seeking for mental health problems among college students by minimizing stigma as a barrier. A survey was conducted with 200 college students reporting elevated distress from February to April 2017. Intentions to use self-help were low, but a significant portion of students unwilling to see mental health professionals intended to use self-help. Greater self-stigma related to lower intentions to seek professional help, but was unrelated to seeking self-help. Similarly, students who only used self-help in the past reported higher self-stigma than those who sought professional treatment in the past. Although stigma was not a barrier for self-help, alternate barriers were identified. Offering self-help may increase rates of students receiving help for mental health problems, possibly by offering an alternative for students unwilling to seek in-person therapy due to stigma concerns.

Development of the Exams Data Analysis Spreadsheet as a Tool to Help Instructors Conduct Customizable Analyses of Student ACS Exam Data

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Brandriet, Alexandra; Holme, Thomas

2015-01-01

The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item…

Specific attitudes which predict psychology students' intentions to seek help for psychological distress.

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Thomas, Susan J; Caputi, Peter; Wilson, Coralie J

2014-03-01

Although many postgraduate psychology programs address students' mental health, there are compelling indications that earlier, undergraduate, interventions may be optimal. We investigated specific attitudes that predict students' intentions to seek treatment for psychological distress to inform targeted interventions. Psychology students (N = 289; mean age = 19.75 years) were surveyed about attitudes and intentions to seek treatment for stress, anxiety, or depression. Less than one quarter of students reported that they would be likely to seek treatment should they develop psychological distress. Attitudes that predicted help-seeking intentions related to recognition of symptoms and the benefits of professional help, and openness to treatment for emotional problems. The current study identified specific attitudes which predict help-seeking intentions in psychology students. These attitudes could be strengthened in undergraduate educational interventions promoting well-being and appropriate treatment uptake among psychology students. © 2013 Wiley Periodicals, Inc.

Helping Students on the Margin Succeed in Schools.

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Langenfeld, Michelle Schoen; Cumming, Brenda

1996-01-01

Addresses how Apple Valley High School (Minnesota) has been able to help marginal students succeed in school. The fundamental actions that contributed to the effectiveness of study-team efforts to help marginal students are discussed, and what has been learned through these efforts is considered. (GR)

Helping Competencies of Student Affairs Professionals: A Delphi Study

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Reynolds, Amy L.

2011-01-01

The purpose of this study was to gather student affairs professionals' perceptions of the knowledge and skills needed to effectively help students. Using the Delphi method, 159 entry-level and mid-level student affairs administrators from institutions across the United States were surveyed regarding their perceptions of the helping skills they use…

Suicidal Behavior and Help Seeking among Diverse College Students

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Brownson, Chris; Becker, Martin Swanbrow; Shadick, Richard; Jaggars, Shanna S.; Nitkin-Kaner, Yael

2014-01-01

Suicidal and help-seeking behaviors of students of color remain a significant problem on college campuses. Self-reported suicidal experiences and help-seeking behavior of diverse students are examined on the basis of results from a national survey of college student mental health. The results suggest significant differences in the expression of…

Predicting Intentions to Seek Psychological Help Among Botswana University Students

Directory of Open Access Journals (Sweden)

Mpho M. Pheko

2013-07-01

Full Text Available The current study had two main objectives. The first was to investigate Botswana’s university students’ intentions to seek psychological help. The second was to investigate whether (a Attitude Toward Seeking Professional Psychological Help (ATSPPH, (b Self-Stigma of Seeking Help (SSOSH, and (c Social Stigma of Receiving Psychological Help (SSRPH predicted the students’ intentions to seek psychological help. A total of N = 519 (283 females and 236 males students from the University of Botswana completed the survey. Results indicated that generally, the students had moderate intentions of seeking psychological help. Multiple regression analysis revealed that of the three predictors, only ATSPPH and SSRPH significantly predicted intentions to seek psychological help. The current study is important because while it has been established that university students are a high-risk population for mental health problems, there is close to nothing documented on university students in Botswana. Findings of the current study will undoubtedly increase knowledge relating to psychological help-seeking and its predictors in Botswana and may inform interventions that aim to encourage young people to seek psychological or counseling help.

Utilizing LMS tools to help with student assessment in an online course

Directory of Open Access Journals (Sweden)

Dudley B. Turner

2015-07-01

Full Text Available In online learning, feedback to students is important in their progress. Assessments are often final or summative assessments that do not allow the student to adjust or improve their learning progress. Assessment, however, takes valuable time. This paper describes how using the tools available in a LMS can assist faculty in assessing student work and provide helpful feedback to students in an online course. The tools available for faculty to use can be set up to save time for the faculty during assessments. The assignments in this study were developed based on previous research indicating assessment can be an aid to student learning, and students who know how well they are doing can make needed adjustments. Students used the feedback from these LMS tools to decide whether or not to try again or move on. Students had the opportunity for multiple attempts at assignments and received feedback on each to help measure their learning. The rubric tool was used to not only grade student papers but also to provide appropriate feedback for student performance on the levels of achievement. Quizzes can be automatically graded. Any additional attempts are drawn from a bank of questions. Results from this pilot study show the benefits of multiple attempts at quizzes and assignments. Students who took advantage of multiple attempts did improve their scores. The paper also discusses further research that to help support this practice.

Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews

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Chao, Theodore; Murray, Eileen; Star, Jon R.

2016-01-01

Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

College Students Rarely Seek Help Despite Serious Substance Use Problems

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Caldeira, Kimberly M.; Kasperski, Sarah J.; Sharma, Eva; Vincent, Kathryn B.; O’Grady, Kevin E.; Wish, Eric D.; Arria, Amelia M.

2009-01-01

The prevalence of substance use disorders (SUD) and aspects of the help-seeking process among a high-risk sample of 946 students at one large public university were assessed in personal interviews during the first three years of college. After statistically adjusting for purposive sampling, an estimated 46.8%wt of all third-year students met DSM-IV criteria for SUD involving alcohol and/or marijuana at least once. Of 548 SUD cases, 3.6% perceived a need for help with substance use problems; 16.4% were encouraged by someone else to seek help. Help-seeking was rare among SUD cases (8.8%), but significantly elevated among individuals who perceived a need (90.0%) or experienced social pressures from parents (32.5%), friends (34.2%), or another person (58.3%). Resources accessed for help included educational programs (38%), health professionals (27%), and twelve-step programs (19%). College students have high rates of substance use problems but rarely recognize a need for treatment or seek help. Results highlight the opportunity for early intervention with college students with SUD. PMID:19553064

Care and Feeding of Transfer Students: a First-Semester Seminar Helps Students Thrive

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Rosser, S.; Sparks, D. W.; Newman, J.

2016-12-01

Transfer students from community colleges make up a large and increasingly important part of undergraduate geology majors. These students transferring into a large university are regarded upperclassmen by themselves and the University, but in many ways their development stage is similar to freshmen. These students are also isolated because they are taking classes out of sequence, and not in a cohort. Difficulties in their first semester will affect the rest of their academic career, or even cut it short. The Department of Geology and Geophysics developed a mandatory seminar for transfer students in their first semester. The goals of this seminar are to develop relationships between students in the cohort and with faculty and staff, develop academic success skills and learn how to prepare for and pursue a career in geology and geophysics. Each class meeting starts with a family-style meal, during which academic advisor inquires about their week, encourages them to share any issues or questions that have arisen, and informs them about department events. Then the advisor, a member of the G&G faculty or a representative from campus resources (such as Academic Honor Council, Career Center, Center for Teaching Excellence, Academic Success Center) leads a discussion or gives a presentation. Topics include time management, tutor availability, academic coaching, career paths, research opportunities in the department, and employer expectations. Finally students write a short reflection about that week's meeting and their own experiences. There is also a geological field trip to introduce students to rocks in the field and to the build their relationships with each other and to create a strong transfer cohort. The transfer seminar has been a low-cost and effective strategy to help students thrive. Retention of transfer students beyond the first year has increased, GPA's increased, and significantly more students got involved in undergraduate research projects. Several

Cinemeducation: A pilot student project using movies to help students learn medical professionalism.

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Lumlertgul, Nuttha; Kijpaisalratana, Naruchorn; Pityaratstian, Nuttorn; Wangsaturaka, Danai

2009-07-01

Using movies has been accepted worldwide as a tool to help students learn medical professionalism. In the second year, a group of medical students conducted the "Cinemeducation" project to promote professionalism in the "Medical Ethics and Critical Thinking" course. Five movies with professionalism issues were screened with 20-30 students attending each session. After the show, participants then were asked to reflect on what they had learned in terms of professionalism. Two students led group discussion emphasizing questioning and argumentation for 60 min. Additional learning issues emerging from each session were also explored in more depth and arranged into a report. In the Cinemeducation Project, medical students have learned five main ethical issues in each film, which were the doctor-patient relationship, informed consent and clinical trials in patients, management of genetic disorders, patient management, and brain death and organ transplantation. In addition to issues of professionalism, they also developed critical thinking and moral reasoning skills. Using a case-based scenario in movies has proven to be an effective and entertaining method of facilitating students with learning on professionalism.

Help Yourself, Help Your Students

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Luft, Julie A.; Bang, EunJin; Hewson, Peter W.

2016-01-01

Science teachers often participate in professional development programs (PDPs) to improve their students' learning. They sign up for workshops, institutes, university classes, or professional learning communities to gain knowledge and new instructional practices and to find colleagues with whom to discuss their teaching. But with so many options…

Text Maps: Helping Students Navigate Informational Texts.

Science.gov (United States)

Spencer, Brenda H.

2003-01-01

Notes that a text map is an instructional approach designed to help students gain fluency in reading content area materials. Discusses how the goal is to teach students about the important features of the material and how the maps can be used to build new understandings. Presents the procedures for preparing and using a text map. (SG)

Help-seeking beliefs for mental disorders among medical and nursing students.

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Picco, Louisa; Seow, Esmond; Chua, Boon Yiang; Mahendran, Rathi; Verma, Swapna; Xie, Huiting; Wang, Jia; Chong, Siow Ann; Subramaniam, Mythily

2018-05-09

The current study aimed to investigate beliefs about help-seeking, treatment options and expected outcomes for people with alcohol abuse, dementia, depression, obsessive-compulsive disorder and schizophrenia, using a vignette-based approach, among a sample of nursing and medical students. This was a cross-sectional online study among medical and nursing students (n = 1002) who were randomly assigned 1 of 5 vignettes. Questions were asked about whom could best help the person in the vignette, the likely helpfulness of a broad range of interventions, and the likely outcome for the person in the vignette with and without appropriate help. A total of 45.1% of students recommended seeing a psychiatrist, which was the most common source of help reported for all 5 vignettes. Help-seeking preferences were significantly associated with age, academic year and vignette type. Respondents rated seeing a psychiatrist as the most helpful intervention (92.4%) and dealing with the problem on their own as the most harmful (68.1%). Then, 81.5% of students indicated that the condition of the person in the vignette would worsen if appropriate help was not sought. Medical and nursing students most commonly recommended seeking help from a psychiatrist for mental health-related problems, where help-seeking preferences were associated with various age, academic year and vignette type. As these students will be the future medical and nursing workforce, they need to be equipped with the skills and ability to recognize signs and symptoms of mental illness, to aid timely and appropriate treatment for people with mental illness. © 2018 The Authors Early Intervention in Psychiatry Published by John Wiley & Sons Australia, Ltd.

How can we help students appreciate physics education?

Science.gov (United States)

Lin, Jia-Ling; Zaki, Eman; Schmidt, Jason; Woolston, Don

2004-03-01

Helping students appreciate physics education is a formidable task, considering that many students struggle to pass introductory physics courses. Numerous efforts have been made for this undertaking because it is an important step leading to successful learning. In an out-of-classroom academic program, the Supplemental Instruction (SI) Program, we have used the approach, INSPIRE (inquiry, network, skillfulness, perseverance, intuition, reasoning, and effort), to help more students value their experiences in these courses. The method basically includes key elements outlined by experts in physics education [1]. Student responses have been encouraging. Having undergraduates as facilitators in the program is advantageous in promoting principles of physics education. Their training emphasizes tenacity, resourcefulness, understanding, support, and teamwork, i.e. TRUST. We present the organization and focus of the SI Program, and discuss how these improve learning atmosphere and facilitate learning. [1] Edward F. Redish et al, Am J. Phys. 66(3), March 1998.

Barriers to Chinese College Students Seeking Psychological Help from Professionals

Science.gov (United States)

Wang, Haiping

2013-01-01

Chinese students were found less likely to seek professional help for psychological problems compared to their western counterparts. The purpose of the present research was to investigate the barriers to Chinese college students seeking psychological help from professionals. Quantitative data on Asian values, social supports, self-stigma,…

Students developing resources for students.

Science.gov (United States)

Pearce, Michael; Evans, Darrell

2012-06-01

The development of new technologies has provided medical education with the ability to enhance the student learning experience and meet the needs of changing curricula. Students quickly adapt to using multimedia learning resources, but these need to be well designed, learner-centred and interactive for students to become significantly engaged. One way to ensure that students become committed users and that resources become distinct elements of the learning cycle is to involve students in resource design and production. Such an approach enables resources to accommodate student needs and preferences, but also provides opportunities for them to develop their own teaching and training skills. The aim of the medical student research project was to design and produce an electronic resource that was focused on a particular anatomical region. The views of other medical students were used to decide what features were suitable for inclusion and the resulting package contained basic principles and clinical relevance, and used a variety of approaches such as images of cadaveric material, living anatomy movies and quizzes. The completed package was assessed using a survey matrix and found to compare well with commercially available products. Given the ever-diversifying arena of multimedia instruction and the ability of students to be fully conversant with technology, this project demonstrates that students are ideal participants and creators of multimedia resources. It is hoped that such an approach will help to further develop the skill base of students, but will also provide an avenue of developing packages that are student user friendly, and that are focused towards particular curricula requirements. © Blackwell Publishing Ltd 2012.

Evolving minds: Helping students with cognitive dissonance

Science.gov (United States)

Bramschreiber, Terry L.

Even 150 years after Charles Darwin published On the Origin of Species, public school teachers still find themselves dealing with student resistance to learning about biological evolution. Some teachers deal with this pressure by undermining, deemphasizing, or even omitting the topic in their science curriculum. Others face the challenge and deliver solid scientific instruction of evolutionary theory despite the conflicts that may arise. The latter were the topic of this study. I interviewed five teachers that had experience dealing with resistance to learning evolution in their school community. Through these in-depth interviews, I examined strategies these teachers use when facing resistance and how they help students deal with the cognitive dissonance that may be experienced when learning about evolution. I selected the qualitative method of educational criticism and connoisseurship to organize and categorize my data. From the interviews, the following findings emerged. Experienced teachers increased their confidence in teaching evolution by pursuing outside professional development. They not only learned more about evolutionary theory, but about creationist arguments against evolution. These teachers front-load their curriculum to integrate the nature of science into their lessons to address misunderstandings about how science works. They also highlight the importance of learning evolutionary theory but ensure students they do not have an agenda to indoctrinate students. Finally these experienced teachers work hard to create an intellectually safe learning environment to build trusting and respectful relationships with their students.

The Perceptions of Elementary School Teachers Regarding Their Efforts to Help Students Utilize Student-to-Student Discourse in Science

Science.gov (United States)

Craddock, Jennifer Lovejoy

The purpose of this phenomenological study was to examine the perceptions of elementary teachers who teach science as opposed to science teacher specialists regarding their efforts to help students use student-to-student discourse for improving science learning. A growing body of research confirms the importance of a) student-to-student discourse for making meaning of science ideas and b) moving students' conceptual development towards a more scientific understanding of the natural world. Based on those foundations, the three research questions that guided this study examined the value elementary teachers place on student-to-student discourse, the various approaches teachers employ to promote the use of student-to-student discourse for learning science, and the factors and conditions that promote and inhibit the use of student-to-student discourse as an effective pedagogical strategy in elementary science. Data were gathered from 23 elementary teachers in a single district using an on-line survey and follow-up interviews with 8 teachers. All data were analyzed and evolving themes led to the following findings: (1) elementary teachers value student-to-student discourse in science, (2) teachers desire to increase time using student-to-student discourse, (3) teachers use a limited number of student-to-student discourse strategies to increase student learning in science, (4) teachers use student-to-student discourse as formative assessment to determine student learning in science, (5) professional development focusing on approaches to student-to-student discourse develops teachers' capacity for effective implementation, (6) teachers perceive school administrators' knowledge of and support for student-to-student discourse as beneficial, (7) time and scheduling constraints limit the use of student-to-student discourse in science. Implications of this study included the necessity of school districts to focus on student-to-student discourse in science, provide teacher and

New Software to Help EFL Students Self-Correct Their Writing

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Lawley, Jim

2015-01-01

This paper describes the development of web-based software at a university in Spain to help students of EFL self-correct their free-form writing. The software makes use of an eighty-million-word corpus of English known to be correct as a normative corpus for error correction purposes. It was discovered that bigrams (two-word combinations of words)…

Assistant professor wins grant to help enrich graduate student careers with e-portfolios

OpenAIRE

Mackay, Steven D.

2010-01-01

Lisa McNair, an assistant professor with the department of engineering education, has won a $403,000 National Science Foundation Faculty Early Career Development (CAREER) grant to help engineering graduate students develop as reflective practitioners by using e-portfolios that could enrich their own careers.

Good Morning from Barrow, Alaska! Helping K-12 students understand the importance of research

Science.gov (United States)

Shelton, M.

2010-12-01

This presentation focuses on how an educator experiences scientific research and how those experiences can help foster K-12 students’ understanding of research being conducted in Barrow, Alaska. According to Zhang and Fulford (1994), real-time electronic field trips help to provide a sense of closeness and relevance. In combination with experts in the field, the electronic experience can help students to better understand the phenomenon being studied, thus strengthening the student’s conceptual knowledge (Zhang & Fulford, 1994). During a seven day research trip to study the arctic sea ice, five rural Virginia teachers and their students participated in Skype sessions with the participating educator and other members of the Radford University research team. The students were able to view the current conditions in Barrow, listen to members of the research team describe what their contributions were to the research, and ask questions about the research and Alaska in general. Collaborations between students and scientist can have long lasting benefits for both educators and students in promoting an understanding of the research process and understanding why our world is changing. By using multimedia venues such as Skype students are able to interact with researchers both visually and verbally, forming the basis for students’ interest in science. A learner’s level of engagement is affected by the use of multimedia, especially the level of cognitive processing. Visual images alone do no promote the development of good problem solving skills. However, the students are able to develop better problem solving skills when both visual images and verbal interactions are used together. As students form higher confidence levels by improving their ability to problem solve, their interest in science also increases. It is possible that this interest could turn into a passion for science, which could result in more students wanting to become scientists or science teachers.

Depressive Symptoms and Help-Negation among Chinese University Students in Taiwan: The Role of Gender, Anxiety and Help-Seeking Attitudes

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Chang, Hsiaowen

2014-01-01

This study extended the consideration of help-negation in regard to suicide to that of depressive symptoms in a large sample of 981 Chinese university students in Taiwan. The study examined the help-negation effects of depression and the impact of gender, anxiety, and help-seeking attitudes on that relationship. Chinese students, aged 17 to…

Do Interactive Globes and Games Help Students Learn Planetary Science?

Science.gov (United States)

Coba, Filis; Burgin, Stephen; De Paor, Declan; Georgen, Jennifer

2016-01-01

The popularity of animations and interactive visualizations in undergraduate science education might lead one to assume that these teaching aids enhance student learning. We tested this assumption for the case of the Google Earth virtual globe with a comparison of control and treatment student groups in a general education class of over 370 students at a large public university. Earth and Planetary Science course content was developed in two formats: using Keyhole Markup Language (KML) to create interactive tours in Google Earth (the treatment group) and Portable Document Format (PDF) for on-screen reading (the control group). The PDF documents contained identical text and images to the placemark balloons or "tour stops" in the Google Earth version. Some significant differences were noted between the two groups based on the immediate post-questionnaire with the KML students out-performing the PDF students, but not on the delayed measure. In a separate but related project, we undertake preliminary investigations into methods of teaching basic concepts in planetary mantle convection using numerical simulations. The goal of this project is to develop an interface with a two-dimensional finite element model that will allow students to vary parameters such as the temperatures assigned to the boundaries of the model domain, to help them actively explore important variables that control convection.

Promoting Mental Health Help-Seeking Behavior Among First-Year College Students.

Science.gov (United States)

Pace, Kristin; Silk, Kami; Nazione, Samantha; Fournier, Laura; Collins-Eaglin, Jan

2018-02-01

Awareness and utilization of mental health services on college campuses is a salient issue, particularly for first-year students as they transition into college life. The current study uses focus groups and surveys to test help-seeking messages for first-year students. In this formative research, Phase 1 focus-group participants (N = 47) discussed four message concepts related to awareness of symptoms of mental health problems and services available to students. Phase 2 participants (N = 292) viewed one of three message concepts and then completed items that measured their perceptions of the message. Focus-group results helped prioritize likely effectiveness of messages based on responses to message features and provided an understanding of mental health help-seeking perceptions among college students. The quantitative results indicate the messages have potential for increasing awareness of mental health issues, as well as promoting availability of campus resources. Implications for tailoring campaign messages to first-year students are discussed.

The Influence of Achievement Goals on Online Help Seeking of Computer Science Students

Science.gov (United States)

Hao, Qiang; Barnes, Brad; Wright, Ewan; Branch, Robert Maribe

2017-01-01

This study investigated the online help-seeking behaviors of computer science students with a focus on the effect of achievement goals. The online help-seeking behaviors investigated were online searching, asking teachers online for help, and asking peers or unknown people online for help. One hundred and sixty-five students studying computer…

Virtual classroom helps medical education for both Chinese and foreign students.

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Shi, C; Wang, L; Li, X; Chai, S; Niu, W; Kong, Y; Zhou, W; Yin, W

2015-11-01

The rapid development of computer and internet technology has a strong influence over one's quality of education within different fields of study. To determine the potential benefits of introducing internet into medical school classes, a pilot study was conducted in three different Chinese medical schools. Seven hundred and eight medical school undergraduates, 385 dental school students and 366 foreign students were randomly recruited to complete a self-administered questionnaire. The contents included personal information, current usage of computer and internet, and attitudes towards the computerised teaching methods. Two forum groups were created using instant message software and were randomly assigned to two classes, allowing students to freely ask or discuss questions with the help of their teachers in these two virtual classrooms. All 1539 questionnaires were accepted and analysed. Although there were some differences between Chinese and foreign undergraduates, both group of students were highly proficient in internet usage and navigation. Overwhelmingly, 88.37% of the students owned a computer and frequently logged onto the internet. Most of them believed that the internet is a helpful adjunct to their studies and held positive attitudes towards computerised teaching. Compared to the classes that were not assigned internet forums, the two experimental classes performed significantly better on the examination. Our results suggest that computerised teaching methods have significant potential to assist in learning for both Chinese and foreign medical undergraduates. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Exploring College Students' Online Help-Seeking Behavior in a Flipped Classroom with a Web-Based Help-Seeking Tool

Science.gov (United States)

Er, Erkan; Kopcha, Theodore J.; Orey, Michael

2015-01-01

Today's generation often seeks help from each other in online environments; however, only a few investigated the role of Internet technologies and the nature of online help-seeking behavior in collaborative learning environments. This paper presents an educational design research project that examines college students' online help-seeking…

Helping Students Reflect: Lessons from Cognitive Psychology

Science.gov (United States)

Poole, Gary; Jones, Lydia; Whitfield, Michael

2013-01-01

The challenges of teaching students to reflect on experience and, thus, learn from it, are better understood with the application of constructs from cognitive psychology. The present paper focuses on two such constructs--self-schemas and scripts--to help educators better understand both the threats and opportunities associated with effective…

Understanding help-seeking amongst university students: the role of group identity, stigma, and exposure to suicide and help-seeking

Science.gov (United States)

Kearns, Michelle; Muldoon, Orla T.; Msetfi, Rachel M.; Surgenor, Paul W. G.

2015-01-01

Background: Despite a high prevalence of suicide ideation and mental health issues amongst university students, the stigma of help-seeking remains a barrier to those who are in real need of professional support. Social identity theory states that help received from an ingroup source is more welcome and less threatening to one's identity than that from a source perceived as outgroup. Therefore, we hypothesized that students' stigma toward seeking help from their university mental health service would differ based on the strength of their identification with the university. Method: An online survey including measures of stigma of suicide, group identification, experience with help-seeking and exposure to suicide was administered to Irish university students (N = 493). Results: Group identification was a significant predictor of help-seeking attitudes after controlling for already known predictors. Contrary to our expectations, those who identified more strongly with their university demonstrated a higher stigma of seeking help from their university mental health service. Conclusions: Results are discussed in relation to self-categorization theory and the concept of normative fit. Practical implications for mental health service provision in universities are also addressed, specifically the need for a range of different mental health services both on and off-campus. PMID:26483722

Understanding help-seeking amongst university students: The role of group identity, stigma and exposure to suicide and help-seeking

Directory of Open Access Journals (Sweden)

Michelle eKearns

2015-09-01

Full Text Available Background: Despite a high prevalence of suicide ideation and mental health issues amongst university students, the stigma of help-seeking remains a barrier to those who are in real need of professional support. Social identity theory states that help received from an ingroup source is more welcome and less threatening to one’s identity than that from a source perceived as outgroup. Therefore, we hypothesized that students' stigma towards seeking help from their university mental health service would differ based on the strength of their identification with the university.Method: An online survey including measures of stigma of suicide, group identification, experience with help-seeking and exposure to suicide was administered to Irish university students (N = 493.Results: Group identification was a significant predictor of help-seeking attitudes after controlling for already known predictors. Contrary to our expectations, those who identified more strongly with their university demonstrated a higher stigma of seeking help from their university mental health service.Conclusions: Results are discussed in relation to self-categorization theory and the concept of normative fit. Practical implications for mental health service provision in universities are also addressed, specifically the need for a range of different mental health services both on and off-campus.

Students experienced help from preservative care. A reflective case study of two nursing students caring from a nursing framework on good care for older people

Directory of Open Access Journals (Sweden)

Jan S. Jukema

2015-11-01

Full Text Available Background: The practice of nursing is shaped partly by nurses’ professional perspective of good care, guided by a nursing framework. An example is the framework of preservative care, which defines good nursing care for vulnerable older people in nursing homes. Currently we lack an understanding of how this framework could help nurses in training; it may be a useful developmental aid for undergraduate nursing students but so far there are no empirical data to support this. Aim: The purpose of this study is to explore how helpful a particular framework can be in the learning journey of two undergraduate nursing students. The study draws on narrative and reflective accounts, guided by the question: ‘How does preservative care as a framework of good care help two undergraduate nursing students develop their caring for older people?’ Methods: This was a reflective case study, in which two students – experienced registered nurses (non-graduates following a part-time education programme – reflected on their practices, using preservative care as a framework for taking care of older people. They kept reflective journals and received constructive feedback from the author of the preservative care framework (the first author. Their data were analysed in three steps. Findings: Both students reported gaining profound help from the framework in their evaluations of daily practices, although they rated the help differently in terms of demanding and rewarding experiences. The framework was particularly helpful in developing qualities in three domains: person-centredness, professional role and specific nursing competencies. Conclusions: The results of our study indicate how using a particular nursing framework made a difference to the practice of two undergraduate nursing students. Exploring the meaning and place of particular nursing frameworks in nursing education is necessary to establish their potential benefits for students. Implications for

Environmental Discourse: Helping Graduate Students Build Effective Deliberation and Communication Skills

Science.gov (United States)

Huntzinger, D. N.; Downard, J.; Nielsen, E.

2015-12-01

The environmental sciences are at the forefront of critical issues facing society in the coming decades. As a result, many graduates in the environmental sciences find themselves working with the public to help inform the democratic process of making reasonable public policies. In order to be successful, students need to be confronted with the same kinds of questions and problems that practicing scientists face when they are working at the intersection of science and public policy. Otherwise, they lack the skills and confidence needed to work effectively with the public—especially on hotly contested environmental issues when the skills are needed the most. As part of a new Professional Science Master's (PSM) Program in Climate Science and Solutions at Northern Arizona University we have developed a three-semester course series focused on framing discussions on climate change mitigation and adaptation. Each semester, students use a deliberative model to design, frame, and facilitate a public discussion on a targeted issue of regional and local interest. The deliberative model is built around an approach to practical dilemmas that enables students to isolate and clarify the various sources of conflict around the issue. Working in an iterative manner, students learn to identify and untangling some of the sources of disagreement (e.g., policy, ethics and ideals, difference in scientific understanding) around and issue. As a result, students are in a much better position to clarify the key questions and sort through the competing solutions. The course series helps to improve the communication skills of students and promote productive public discourse with individuals from diverse backgrounds within the community. This type of experiential learning provides unique training to our students that not only broadens there understanding of complex issues surrounding climate change, but also provides them with professional skills that are transferrable to their careers.

Professional development and exposure to geriatrics: medical student perspectives from narrative journals.

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Shield, Renée R; Farrell, Timothy W; Campbell, Susan E; Nanda, Aman; Wetle, Terrie

2015-01-01

Teaching professionalism is an important goal in American medical education. With the aging of the U.S. population, it is critical to understand how medical students develop professional behaviors when caring for older adults. Exposure to geriatrics and older patients can enhance students' professional development with patients of all ages and across different specialties. Medical students learn explicit and implicit messages during their education. In addition to helping to evaluate curricula, reflective journaling encourages individual development and helps in revealing how medical students become professionals. In this study, medical student volunteers described their responses to new geriatrics content in their curriculum, encounters with older patients in clinical settings, and their evolving physician identities. Multidisciplinary team analysis elicited 10 themes regarding: evaluation of geriatrics within the curriculum, recognition of geriatrics principles, and attitudes regarding aging and professional development over time. This article focuses on the impact of geriatrics exposure on students' professional development, revealing ways that students think about professionalism and older patients. Medical educators should consider journaling to help foster and gauge students' professional development.

Re-Conceptualizing Extra Help for High School Students in a High Standards Era.

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Balfanz, Robert; McPartland, James; Shaw, Alta

The push for higher academic standards has resulted in an increase in the numbers of high school students needing extra help. The need for extra help is most pervasive in high-poverty areas and most high school students need extra help not in traditional basic elementary skills but in reading, mathematics, and advanced reasoning skills. Most…

Integrated learning through student goal development.

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Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

Developing Entrepreneurial Skills in Pharmacy Students.

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Laverty, Garry; Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

2015-09-25

Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.

Debate on the Draft--Helping Students Decide Where They Stand.

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Victory, James

1981-01-01

Presents four exercises to help secondary school social studies students understand the complex issues of the draft. Students participate in a mock draft lottery, analyze Phil Och's Draft Dodger Rag, examine how individual experiences affect attitudes, and compare writings by Bill Mauldin and Ron Kovic. (KC)

Understanding Undergraduate Student Perceptions of Mental Health, Mental Well-Being and Help-Seeking Behaviour

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Laidlaw, Anita; McLellan, Julie; Ozakinci, Gozde

2016-01-01

Despite relatively high levels of psychological distress, many students in higher education do not seek help for difficulties. This study explored undergraduate student understanding of the concepts of mental health and mental well-being and where undergraduate students would seek help for mental well-being difficulties. Semi-structured interviews…

Helping students with learning difficulties in medical and health-care education.

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Coles, C R

1990-05-01

In health profession education many more students than is currently acknowledged experience often extreme difficulties with their studying. This booklet is intended to help them. It outlines an approach being adopted in the Faculty of Medicine at the University of Southampton by which students are encouraged to reflect on and discuss their approaches to studying, identifying their perception of their task and where necessary changing this. It is shown that students need to elaborate their knowledge, that is to structure the factual information they are receiving and to relate it to their practical experiences. A number of suggestions are made to encourage this, and their theoretical underpinnings are discussed. It is concluded that while inappropriate curricula and teaching methods and not some weakness on the part of students are largely the cause of learning difficulties, it will take time to change these. Establishing a kind of 'clinic' for helping students cope can be of value immediately.

College Students and Alcohol Abuse: New Resources Can Help

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... on. College Students and Alcohol Abuse: New Resources Can Help Past Issues / Fall 2009 Table of Contents ... to curb college alcohol abuse. NIAAA Tools You Can Use The National Institute on Alcohol Abuse and ...

Developing a self-help guide for traumatised university students in Iraq

OpenAIRE

Jaber, Saad Sabet

2012-01-01

Background: Iraqi people have been experiencing traumatic events continually for several decades. Consequently, high prevalence rates of trauma-related symptoms have been documented. In contrast, there is a clear lack in mental health services available for traumatised people. This study aimed to screen for PTSD, depression, and anxiety, assess related variables (e.g. coping strategies, posttraumatic cognitions, and social support), and develop a self-help guide (SHG) for traumatised universi...

Understanding undergraduate student perceptions of mental health, mental well-being and help-seeking behaviour

OpenAIRE

Laidlaw, Anita Helen; McLellan, Julie; Ozakinci, Gozde

2016-01-01

Funding: Medical School, University of St Andrews Despite relatively high levels of psychological distress, many students in higher education do not seek help for difficulties. This study explored undergraduate student understanding of the concepts of mental health and mental well-being and where undergraduate students would seek help for mental well-being difficulties. Semi-structured interviews were carried out with 20 undergraduate students from 5 different subject areas. Interviews wer...

Students' benefits and barriers to mental health help-seeking

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Vidourek, Rebecca A.; King, Keith A.; Nabors, Laura A.; Merianos, Ashley L.

2014-01-01

Stigma is recognized as a potential barrier to seeking help for a mental health disorder. The present study assessed college students' perceived benefits and barriers to obtaining mental health treatment and stigma-related attitudes via a four-page survey. A total of 682 students at one Midwestern university participated in the study. Findings indicated that females perceived a greater number of benefits to having participated in mental health services and held significantly lower stigma-related attitudes than did males. Students who had ever received mental health services reported significantly more barriers to treatment than did students who had never received services. Health professionals should target students with educational programs about positive outcomes related to receiving mental health services and work with treatment centers to reduce barriers for receiving services. PMID:25750831

Students' benefits and barriers to mental health help-seeking

OpenAIRE

Vidourek, Rebecca A.; King, Keith A.; Nabors, Laura A.; Merianos, Ashley L.

2014-01-01

Stigma is recognized as a potential barrier to seeking help for a mental health disorder. The present study assessed college students' perceived benefits and barriers to obtaining mental health treatment and stigma-related attitudes via a four-page survey. A total of 682 students at one Midwestern university participated in the study. Findings indicated that females perceived a greater number of benefits to having participated in mental health services and held significantly lower stigma-rela...

Mental health self-care in medical students: a comprehensive look at help-seeking.

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Gold, Jessica A; Johnson, Benjamin; Leydon, Gary; Rohrbaugh, Robert M; Wilkins, Kirsten M

2015-02-01

The authors characterize medical student help-seeking behaviors and examine the relationship with stress, burnout, stigma, depression, and personal health behaviors. In 2013, the authors administered an electronic survey of all enrolled students at Yale School of Medicine (183 responders, response rate=35 %), inquiring about students' primary medical and mental health care, personal health behaviors, support systems, and help-seeking behaviors. Students completed the Attitudes to Mental Health Questionnaire, the Patient Health Questionnaire-2, and a modified Maslach Burnout Inventory. The authors analyzed the results with logistic regression, the Wilcoxon rank-sum test, the Kruskal-Wallis test, or a test for significance of Kendall rank correlation. Most students reported having a primary care provider (PCP), yet few reported seeking care when sick (33 %). Nineteen percent of students reported having a mental health provider, fewer than reported having a PCP (pstudents reported increased mental health needs since beginning medical school, and these students were more likely to agree that their needs were untreated. The majority of students endorsed stress, which correlated with increased and unmet mental health needs (pstudents and correlated with stress and increased and untreated needs. Most students reported comfort with asking for academic help; those uncomfortable were more likely to have mental health needs for which they did not seek treatment (p=0.004). Mental health stigma was low. Medical students had a significant unmet need for health care, influenced by barriers to accessing care, stress, burnout, and depression. Academic help seeking and supportive faculty relationships appear related to mental health treatment seeking. Targeted interventions for stress and burnout reduction, as well as incorporation of reflective practice, may have an impact on overall care seeking among medical students. Future studies should expand to other medical and professional

Helping students learn effective problem solving strategies by reflecting with peers

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Mason, Andrew; Singh, Chandralekha

2010-07-01

We study how introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into a "peer reflection" (PR) group and a traditional group. Each week in recitation, small teams of students in the PR group reflected on selected problems from the homework and discussed why the solutions of some students employed better problem solving strategies than others. The graduate and undergraduate teaching assistants in the PR recitations provided guidance and coaching to help students learn effective problem solving heuristics. In the traditional group recitations students could ask the graduate TA questions about the homework before they took a weekly quiz. The traditional group recitation quiz questions were similar to the homework questions selected for peer reflection in the PR group recitations. As one measure of the impact of this intervention, we investigated how likely students were to draw diagrams to help with problem solving on the final exam with only multiple-choice questions. We found that the PR group drew diagrams on more problems than the traditional group even when there was no explicit reward for doing so. Also, students who drew more diagrams for the multiple-choice questions outperformed those who did not, regardless of which group they were a member.

Financial Stress and Financial Counseling: Helping College Students

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Britt, Sonya L.; Canale, Anthony; Fernatt, Fred; Stutz, Kristen; Tibbetts, Racquel

2015-01-01

This study had two distinct purposes. First, to determine the predictors of financial stress among college students who sought free peer-based financial counseling from a large Midwestern university (N = 675). Secondly, to determine the effectiveness of the particular financial counseling center from a subsample of those who sought help (N = 97).…

Helping students mathematical construction on square and rectangle’s area by using Sarong motive chess

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Zuliana, Eka; Setyawan, Fariz; Veloo, Arsaythamby

2017-12-01

The aim of this study is developing the learning trajectory to construct students’ understanding of the concept of the area of square and rectangle by using Sarong Motive Chess. This research is a design research which is consists of three stages. The stages are preparing for the experiment, designing experiment, and making a retrospective analysis. The activities started by the activity of using sarong motive chess as the manipulative measurement unit. The Sarong motive chess helps students to understand the concept of area of square and rectangle. In the formal stage of cognitive level, students estimate the area of square and rectangle by determining the square unit at the surface area of sarong through many ways. The result of this study concludes that Sarong motive chess can be used for mathematics learning process. It helps the students to construct the concept of a square and rectangle’s area. This study produces learning trajectory to construct the concept of a square and rectangle’s area by using Sarong motive chess, especially for elementary school students.

Seafloor Eruptions Offer a Teachable Moment to Help SEAS Students Understand Important Geological and Ecological Processes

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Goehring, L.; Williams, C. S.

2006-12-01

' anticipated response as a motivator to deepen their understanding of the environment. SEAS depends on the contributions of many scientists within the Ridge 2000 community, and serves as an outreach channel for the whole community. Scientists can help field student questions during the Ask-a- Scientist email forum, serve as Report Reviewers, be featured in Scientist Spotlights, and help develop new Classroom to Sea labs and curricular materials. In the next four years, SEAS will integrate with the international GLOBE education program (www.globe.gov), and help our community reach even more students and teachers, worldwide.

A Qualitative Exploration of the Help-Seeking Behaviors of Students Who Experience Psychological Distress Around Assessment at Medical School.

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Winter, Rachel I; Patel, Rakesh; Norman, Robert I

2017-08-01

Medical students are at high risk of experiencing psychological distress at medical school and developing mental ill-health during professional practice. Despite efforts by faculty to raise awareness about this risk, many students choose to suffer in silence in the face of psychological distress. The aim of this study was to explore drivers that prompted help-seeking behavior and barriers that prevented individuals prioritizing their well-being around the time of high-stakes assessment at medical school. Semi-structured interviews were conducted with fifty-seven students who failed high-stakes assessment at two UK medical schools, exploring their experience of academic difficulty and perceptions about causes. A thematic analysis of twenty transcripts that met inclusion criteria was completed to identify key factors that influenced participants' decisions around seeking help for their psychological distress, and in some cases, mental health problems. Twenty participants who specifically described a deterioration in their mental health around the time of assessment were included in this study. Barriers to seeking help in these instances included: normalization of symptoms or situation; failure to recognize a problem existed; fear of stigmatisation; overt symptoms of mental distress; and misconceptions about the true nature of the medical school, for example beliefs about a punitive response from the school if they failed. Drivers for seeking help appropriately included: building trust with someone in order to confide in them later on, and self-awareness about the need to maintain good mental health. There are various drivers and barriers for students' help seeking behaviors when experiencing psychological distress around the time of assessment, particularly self-awareness about the problem and prioritisation of well-being. Students who fail to recognize their own deteriorating mental health are at risk of academic failure and medical schools need to develop

University Students' Views on the Perceived Benefits and Drawbacks of Seeking Help for Mental Health Problems on the Internet: A Qualitative Study.

Science.gov (United States)

Chan, Jade Ky; Farrer, Louise M; Gulliver, Amelia; Bennett, Kylie; Griffiths, Kathleen M

2016-01-19

University students experience high levels of mental health problems yet very few seek professional help. Web-based mental health interventions may be useful for the university student population. However, there are few published qualitative studies that have examined the perceived benefits and drawbacks of seeking help for mental health problems on the Internet from the perspective of university students. To investigate the attitudes of university students on mental health help-seeking on the Internet. A total of 19 university students aged 19-24 years participated in 1 of 4 focus groups to examine their views toward help-seeking for mental health problems on the Internet. Perceived concerns about Web-based help-seeking included privacy and confidentiality, difficulty communicating on the Internet, and the quality of Web-based resources. Potential benefits included anonymity/avoidance of stigma, and accessibility. Participants reported mixed views regarding the ability of people with similar mental health issues to interact on the Internet. These factors should be considered in the development of Web-based mental health resources to increase acceptability and engagement from university students.

Mixed Methods Analysis of Multicultural Identity and Psychological Help Seeking Beliefs in College Students

Science.gov (United States)

Walter, Jeffrey P.

2012-01-01

Research on the psychological help-seeking beliefs and behaviors of college students has provided evidence for differences among students based on demographic factors, with different variables being salient for different cultural groups. This mixed methods study focuses on understanding how common psychological help-seeking variables, including…

Helping Students with Emotional and Behavioral Disorders Solve Mathematics Word Problems

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Alter, Peter

2012-01-01

The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…

Impact of a student leadership development program.

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Chesnut, Renae; Tran-Johnson, Jennifer

2013-12-16

To assess the effectiveness of the Student Leadership Development Series (SLDS), an academic-year--long, co-curricular approach to developing leadership skills in pharmacy students. Participants met once per month for activities and a college-wide guest speaker session. Students also completed monthly forms regarding what they had learned, participated in poster presentations, and created a personal leadership platform. One hundred twenty-three students participated in the program between 2008 and 2013. On monthly evaluation forms and a summative evaluation, students indicated that the program helped them feel prepared for leadership opportunities and increased their desire to pursue leadership. They valued interacting with pharmacy leaders from the community and learning how they could distinguish themselves as leaders. The SLDS provided pharmacy students with an opportunity to explore personal leadership styles and develop broader understanding of leadership, and increased their desire to pursue leadership positions in the future.

Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions

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Lin, Shih-Yin; Singh, Chandralekha

2015-12-01

It is well known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in the quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong alternative conceptions correctly, appropriate scaffolding support can be helpful. The goal of this study is to examine how different scaffolding supports involving analogical problem-solving influence introductory physics students' performance on a target quantitative problem in a situation where many students' solution process is derailed due to alternative conceptions. Three different scaffolding supports were designed and implemented in calculus-based and algebra-based introductory physics courses involving 410 students to evaluate the level of scaffolding needed to help students learn from an analogical problem that is similar in the underlying principles involved but for which the problem-solving process is not derailed by alternative conceptions. We found that for the quantitative problem involving strong alternative conceptions, simply guiding students to work through the solution of the analogical problem first was not enough to help most students discern the similarity between the two problems. However, if additional scaffolding supports that directly helped students examine and repair their knowledge elements involving alternative conceptions were provided, e.g., by guiding students to contemplate related issues and asking them to solve the targeted problem on their own first before learning from the analogical problem provided, students were more likely to discern the underlying similarities between the problems and avoid getting derailed by alternative conceptions when solving the targeted problem. We also found that some scaffolding supports were more effective in the calculus-based course than in the algebra

How can I help the student who is returning to school after a brain injury.

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Patrick, Kathleen

2011-01-01

The school nurse plays an important role in helping students with a brain injury be successful in school by advocating for the student in the classroom, providing case management and helping families access appropriate resources.

The Unique Context of Identity-Based Student Organizations in Developing Leadership.

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Kodama, Corinne M; Laylo, Rhonda

2017-09-01

This chapter addresses the important role of identity-based student organizations in developing leadership, particularly for students who may feel marginalized because of their racial/ethnic, religious, or gender identities. Understanding the influence of these groups can help leadership educators develop a more inclusive and diverse perspective on student leadership development. © 2017 Wiley Periodicals, Inc., A Wiley Company.

Help Helps, but Only so Much: Research on Help Seeking with Intelligent Tutoring Systems

Science.gov (United States)

Aleven, Vincent; Roll, Ido; McLaren, Bruce M.; Koedinger, Kenneth R.

2016-01-01

Help seeking is an important process in self-regulated learning (SRL). It may influence learning with intelligent tutoring systems (ITSs), because many ITSs provide help, often at the student's request. The Help Tutor was a tutor agent that gave in-context, real-time feedback on students' help-seeking behavior, as they were learning with an ITS.…

Students Losing Interest? How to Help them Adapt to Changes in the Classroom.

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Fawcett, Gay

1999-01-01

Discusses how reform affects students and how teachers can help them adapt to change. After explaining the principles of change and how they affect students, the paper examines the stages of change (comfortable dependence, anxiety, and comfortable independence); discusses students and the process of change; explains the supports that students need…

Using appreciative inquiry to help students identify strategies to overcome handicaps of their learning styles.

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Kumar, Latha Rajendra; Chacko, Thomas Vengail

2012-01-01

In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies that work for different individual learning styles and sharing them within

Library Dream Machines: Helping Students Master Super Online Catalogs.

Science.gov (United States)

Webb, T. D.

1992-01-01

Describes how automation has transformed the library and how super-catalogs have affected the process of doing research. Explains how faculty and librarians can work together to help students to use the available databases effectively, by teaching them Boolean logic, standard record formats, filing rules, etc. (DMM)

Study on Related Courses to Help Undergraduate Students Write Research Reports: A Curriculum Evaluation

Directory of Open Access Journals (Sweden)

Eny Winarti

2014-02-01

Full Text Available From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as syllabi and lesson plans.  The researcher also interviewed teachers and students to clarify the relevance of the syllabi and the classroom learning.  The results of the study indicated that logic, academic writing, statistics, research methodology, and classroom action research had the potential of helping the students write their research report.  The researcher also indicated that the content of the courses should have been more helpful.  The fact, however, was that the students still had challenges understanding the materials after taking the courses.  Further study about this fact is then recommended.

A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP: Summary

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National Centre for Vocational Education Research (NCVER), 2015

2015-01-01

This summary highlights the key findings from the report "A preliminary analysis of the outcomes of students assisted by VET FEE-HELP". VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education training (VET) courses with an approved provider by paying for all or part of…

What We Know about Guided Pathways: Helping Students to Complete Programs Faster. Research Overview

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Bailey, Thomas; Jaggars, Shanna Smith; Jenkins, Davis

2015-01-01

The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan. However, most…

A Nudge Is Best: Helping Students through the Perry Scheme of Intellectual Development.

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Kloss, Robert J.

1994-01-01

This article discusses William G. Perry's model of intellectual development, which posits that college students move through four phases of understanding their relationship to knowledge: dualism (knowledge as received truth), multiplicity (knowledge as opinion), relativism (knowledge as relativistic), and commitment in relativism. Specific…

Developing Students' Cultural Awareness in College English Teaching

Institute of Scientific and Technical Information of China (English)

刘利

2009-01-01

The importance of cultural awareness in college English teaching has been noted by the author because it can help the students bridge the cultural differences between mother tongue and target language. Cultural essence of China and English-speaking countries is analyzed and some methods of developing college students' cultural awareness are introduced in this paper.

HELPING ESL STUDENTS BECOME MOTIVATED LISTENER : USING FILMS TO DEVELOP LEARNERS’ MOTIVATION IN LISTENING CLASSROOM

Directory of Open Access Journals (Sweden)

Rahmawati Sukmaningrum

2017-04-01

Full Text Available This article is based on an experiments conducted within 5 classes of ESL Listening classrooms in IKIP PGRI Semarang. It takes a very broad look at some theories relating to language learning (especially in listening skill and motivation. Listening is a receptive skill, and receptive skills give way to productive skills. If we have our students produce something, the teaching will be more communicative. Lack of sociocultural, factual, and contextual knowledge of the target language can present an obstacle to listening comprehension and hence decrease students’ motivation to learn. In order to teach listening skills, a teacher should firstly state the difficulties, find the solution to overcome the difficulties and then help the students to maintain their motivation in the classroom. The article then illustrates the possible solutions with a practical example of how movies may be employed in the classroom in a manner which both facilitates language learning and further encourages students’ motivation. In conducting the experiment, four steps were taken with each purposive reason. The activities given stimulated learners with a clear goal that is achievable; there are no right or wrong answers, as long as the script fits the scene. Learners are encouraged to use the linguistic tools they have to solve an immediate problem/question. The activities also practice both extensive and intensive listening skills of the learners and allow them to use the non-verbal clues which make video such a rich medium for language learning. In this case, the group has expressed an interest in watching movies in English. The teacher's task is to manipulate this enthusiasm in a way that develops a positive attitude towards language learning. The challenge is obvious; if learners can tackle tasks related to a full-length movie then their confidence and self-esteem will be raised.

Problem-based learning: Developing resilience in nursing students

Directory of Open Access Journals (Sweden)

Jih-Yuan Chen

2011-06-01

Full Text Available A society needs mature and confident nurse practitioners, who are able to think analytically and flexibly, recognize needs for further preparation, and willing to engage in self-development. Concern is raised regarding how educators will build the capacity of resilient students with a knowledge base and a minimum set of skills in responding to various issues and for engaging in self-reflection. Drawing on the framework of nursing competencies and global standards for the education of professional nurses, resilient students may contribute through their social competence, problem-solving ability, sense of purpose, and persistence in the process to achieve the goal of the project. Educators should know how to build the resilient attribute in students by encouraging them to engage in self-reflection. This article discusses four areas that help students build resilience from project-based learning of a small group: the impact of problem-based learning at clinical practice, project/problem-based learning, resilient nursing student, and developing nursing students’ resilience. Self-assessment to check the promoting skills for teaching in a problem-based learning program helps the faculty holding the empowerment to encourage or support the students to face the challenge within the small team.

Do iPad Applications Help Students with Developmental Disabilities Improve Life-Readiness Skills?

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Dunn, Michael; Barrio, Brenda; Hsiao, Yun-Ju

2016-01-01

Students with developmental disabilities often struggle with life-readiness skills (e.g., literacy skills such as reading and writing, task completion, and communication), which also help prepare students for the workplace. Assistive technology tools offer these students a means to do better in these areas. In this action-research study, we…

Use of a Mobile Application to Help Students Develop Skills Needed in Solving Force Equilibrium Problems

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Yang, Eunice

2016-02-01

This paper discusses the use of a free mobile engineering application (app) called Autodesk® ForceEffect™ to provide students assistance with spatial visualization of forces and more practice in solving/visualizing statics problems compared to the traditional pencil-and-paper method. ForceEffect analyzes static rigid-body systems using free-body diagrams (FBDs) and provides solutions in real time. It is a cost-free software that is available for download on the Internet. The software is supported on the iOS™, Android™, and Google Chrome™ platforms. It is easy to use and the learning curve is approximately two hours using the tutorial provided within the app. The use of ForceEffect has the ability to provide students different problem modalities (textbook, real-world, and design) to help them acquire and improve on skills that are needed to solve force equilibrium problems. Although this paper focuses on the engineering mechanics statics course, the technology discussed is also relevant to the introductory physics course.

Helping Students Help Themselves

Directory of Open Access Journals (Sweden)

Pamela A. Marshall

2012-08-01

Full Text Available Review of: Three tools that aim to teach students more effective study habits: How to Get the Most Out of Studying: A Video Series by S.L. Chew, Study Smarter, Not Harder: Use the Genius in You, 3rd Edition by Kevin Paul, and How to Study Science 4th Edition by Frederick W. Drewes and Kristin L.D. Milligan.

Mental health treatment-related stigma and professional help seeking among student veterans.

Science.gov (United States)

Currier, Joseph M; McDermott, Ryon C; McCormick, Wesley H

2017-11-01

Record numbers of military veterans are enrolling at colleges/universities across the United States. Although a substantive subset might suffer from mental health problems, the majority of these students might not be amenable to utilizing services. The purpose of this study was to examine the role of treatment-related stigma in intentions to seek professional help among undergraduate student veterans at a university on the U.S. Gulf Coast. Focusing on 251 veterans and a gender-matched comparison group of 251 nonveterans, student veterans endorsed higher probabilities of seeking care from physicians (d = .77) and psychologists or other professionals (d = .67). In addition, nonveteran students had greater self-stigma about seeking help (d = -.27) but veterans had more negative beliefs about treatment efficacy (d = 1.07). When compared with veterans who did not exceed clinical thresholds, those with a probable need for treatment had more stigma (ds = .63). Multivariate analyses also revealed an inverse main effect of self-stigma on intentions to seek help from both professional categories. However, military experience differentially moderated associations between treatment-related beliefs and intentions to seek mental health services. Finally, exploratory analyses identified that student veterans were most likely to engage in therapy/counseling at a Veterans Affairs Medical Center or Clinic, Vet Center, or other noninstitutionally sponsored settings in the community (e.g., private practices, faith-based organizations). Looking ahead, these findings will inform research and the provision of services for addressing the mental health needs of this substantive subpopulation of college students in the United States. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

How Students Learn: Information Processing, Intellectual Development and Confrontation

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Entwistle, Noel

1975-01-01

A model derived from information processing theory is described, which helps to explain the complex verbal learning of students and suggests implications for lecturing techniques. Other factors affecting learning, which are not covered by the model, are discussed in relationship to it: student's intellectual development and effects of individual…

Using Students' Design Tasks to Develop Scientific Abilities

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Zou, Xueli

2007-11-01

To help students develop the scientific abilities desired in the 21st century workplace, four different types of student design tasks—observation, verification, application, and investigation experiments—have been developed and implemented in our calculus-based introductory courses. Students working in small groups are engaged in designing and conducting their own experiments to observe some physical phenomena, test a physical principle, build a real-life device, solve a complex problem, or conduct an open-inquiry investigation. A preliminary study has shown that, probed by a performance-based task, the identified scientific abilities are more explicitly demonstrated by design-lab students than non-design lab students. In this paper, detailed examples of the design tasks and assessment results will be reported.

HELP: Healthy Early Literacy Program

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Rader, Laura A.

2008-01-01

A daily intensive supplemental reading and writing program was developed to assist students who were: 1. identified with a language disability and 2. identified as at-risk for reading failure in an urban elementary school. The purpose of the program was to help these students understand and develop the connection between oral and written language…

Retrieval Cues on Tests: A Strategy for Helping Students Overcome Retrieval Failure

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Gallagher, Kristel M.

2017-01-01

Students often struggle to recall information on tests, frequently claiming to experience a "retrieval failure" of learned information. Thus, the retrieval of information from memory may be a roadblock to student success. I propose a relatively simple adjustment to the wording of test items to help eliminate this potential barrier.…

Self-Help Training System for Nursing Students to Learn Patient Transfer Skills

Science.gov (United States)

Huang, Zhifeng; Nagata, Ayanori; Kanai-Pak, Masako; Maeda, Jukai; Kitajima, Yasuko; Nakamura, Mitsuhiro; Aida, Kyoko; Kuwahara, Noriaki; Ogata, Taiki; Ota, Jun

2014-01-01

This paper describes the construction and evaluation of a self-help skill training system for assisting student nurses in learning skills involving the transfer of patients from beds to wheelchairs. We have proposed a feedback method that is based on a checklist and video demonstrations. To help trainees efficiently check their performance and…

Determinants of College Students' Use of Online Collaborative Help-Seeking Tools

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Ding, Lu; Er, Erkan

2018-01-01

Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online learning tools because some factors (e.g., low Internet self-efficacy) may influence students' intention to use them. This study aims to identify the…

Financial Stress, Self-Efficacy, and Financial Help-Seeking Behavior of College Students

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Lim, HanNa; Heckman, Stuart J.; Letkiewicz, Jodi C.; Montalto, Catherine P.

2014-01-01

Financial stress and self-efficacy are examined in relationship to college students' financial help-seeking behavior utilizing Grable and Joo's (1999) framework. A cognitive approach is taken by focusing on the moderating role of financial self-efficacy on the relationship between financial stress and financial help-seeking. Data from the 2010…

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

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Foster, Jamie S; Lemus, Judith D

2015-01-01

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.

Unlocking Student Talent: The New Science of Developing Expertise

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Fogarty, Robin J.; Kerns, Gene M.; Pete, Brian M.

2017-01-01

How do we truly help "all" students achieve their fullest potential? What are the roles of motivation, deliberate practice, and coaching in developing talent and abilities in students? This hands-on guide examines each of these elements in detail providing definitions, relevant research, discussions, examples, and practical steps to take…

Does the Use of a Checklist Help Medical Students in the Detection of Abnormalities on a Chest Radiograph?

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Kok, Ellen M; Abed, Abdelrazek; Robben, Simon G F

2017-12-01

The interpretation of chest radiographs is a complex task that is prone to diagnostic error, especially for medical students. The aim of this study is to investigate the extent to which medical students benefit from the use of a checklist regarding the detection of abnormalities on a chest radiograph. We developed a checklist based on literature and interviews with experienced thorax radiologists. Forty medical students in the clinical phase assessed 18 chest radiographs during a computer test, either with (n = 20) or without (n = 20) the checklist. We measured performance and asked participants for feedback using a survey. Participants that used a checklist detected more abnormalities on images with multiple abnormalities (M = 50.1%) than participants that could not use a checklist (M = 41.9%), p = 0.04. The post-experimental survey shows that on average, participants considered the checklist helpful (M = 3.25 on a five-point scale), but also time consuming (M = 3.30 on a five-point scale). In conclusion, a checklist can help medical students to detect abnormalities in chest radiographs. Moreover, students tend to appreciate the use of a checklist as a helpful tool during the interpretation of a chest radiograph. Therefore, a checklist is a potentially important tool to improve radiology education in the medical curriculum.

Diabetes Awareness of Low-Income Middle School Students Participating in the Help a Friend, Help Yourself Youth Diabetes Awareness Education Program

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Wroten, Kathryn; Reames, Elizabeth S.; Tuuri, Georgianna

2012-01-01

The study reported here investigated the effectiveness of the LSU AgCenter Help a Friend, Help Yourself youth diabetes education curriculum to increase knowledge and awareness of diabetes and its symptoms in low-income middle school students participating in the Boys and Girls Club after-school program. The curriculum includes four lessons with…

Developing students' teaching through peer observation and feedback.

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Rees, Eliot L; Davies, Benjamin; Eastwood, Michael

2015-10-01

With the increasing popularity and scale of peer teaching, it is imperative to develop methods that ensure the quality of teaching provided by undergraduate students. We used an established faculty development and quality assurance process in a novel context: peer observation of teaching for undergraduate peer tutors. We have developed a form to record observations and aid the facilitation of feedback. In addition, experienced peer tutors have been trained to observe peer-taught sessions and provide tutors with verbal and written feedback. We have found peer observation of teaching to be a feasible and acceptable process for improving quality of teaching provided by undergraduate medical students. However, feedback regarding the quality of peer observer's feedback may help to develop students' abilities further.

Using Problem-Based Learning to help Portuguese students make the Bologna transition

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Manuel Cabral Reis

2013-08-01

Full Text Available The Bologna Declaration has opened a stage of big and deep changes in the internal university organization, external cooperation, teaching models and methods, among other., all over the European countries. Here we will present and discuss a pilot experience conducted at the Engineering Department of the University of Trás-os-Montes e Alto Douro, Portugal, during the second year of that transition period. In brief, we will present a set of non-mandatory courses proposed to the students of each individual syllabus, with one hundred hours duration, each, approximately seven hours/week, fifteen weeks long, with the permanent help of a specialized trainer to aid the students in their "homework". The formal bureaucratic transition is also presented. Design and implementation issues, supported on problem-based learning and experimental lab learning classes, final assessment results, as well as the opinion of the students, are presented and analyzed. We believe that this methodology helped to make the transition smoother to the students, but also to the teaching staff.

Self-Determination Approach to Understanding of Motivation in Students of Helping Professions

OpenAIRE

Hrbáčková, Karla; Suchánková, Eliška

2016-01-01

The paper presents research results aimed at the identification of the motivation to learn of students in the preparation of helping professions. Student motivation is an important part of the self-regulated learning process, yet not sufficient attention is paid to this issue at the tertiary level of education. The research aims to discover the extent to which students' motivation to learn is internalized, and also to determine the extent to which this motivation is domain-specific. For resea...

Academic and Career Development: Rethinking Advising for Asian American Students

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Kodama, Corinne M.; Huynh, Jill

2017-01-01

Academic and career development for Asian American students is complicated by cultural influences, interdependence with family, and racial stereotyping. This chapter highlights research, theory, and practice to help educators rethink traditional advising approaches to more appropriately work with Asian American students as they navigate their…

Cross-Cultural Examination of Depression Expression and Help-Seeking Behavior: A Comparative Study of American and Korean College Students.

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Yoo, Sung-Kyung; Skovholt, Thomas M.

2001-01-01

Examines cross-cultural differences in depression expression and help-seeking behavior among college students in the United States and Korea. Results indicate that the Korean students showed more somatization tendency, negative affect, and negative help-seeking behavior. Negative help-seeking behavior of Korean students was shown to relate to…

Helping Teachers Help Themselves: Professional Development That Makes a Difference

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Patton, Kevin; Parker, Melissa; Tannehill, Deborah

2015-01-01

For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

The Impact of Stigma and Personal Experiences on the Help-Seeking Behaviors of Medical Students With Burnout.

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Dyrbye, Liselotte N; Eacker, Anne; Durning, Steven J; Brazeau, Chantal; Moutier, Christine; Massie, F Stanford; Satele, Daniel; Sloan, Jeff A; Shanafelt, Tait D

2015-07-01

Because of the high prevalence of burnout among medical students and its association with professional and personal consequences, the authors evaluated the help-seeking behaviors of medical students with burnout and compared their stigma perceptions with those of the general U.S. population and age-matched individuals. The authors surveyed students at six medical schools in 2012. They measured burnout, symptoms of depression, and quality of life using validated instruments and explored help-seeking behaviors, perceived stigma, personal experiences, and attitudes toward seeking mental health treatment. Of 2,449 invited students, 873 (35.6%) responded. A third of respondents with burnout (154/454; 33.9%) sought help for an emotional/mental health problem in the last 12 months. Respondents with burnout were more likely than those without burnout to agree or strongly agree with 8 of 10 perceived stigma items. Respondents with burnout who sought help in the last 12 months were twice as likely to report having observed supervisors negatively judge students who sought care (odds ratio [OR] 2.06 [95% confidence interval (CI) 1.25-3.39], P student's emotional/mental health problem to others (OR 1.63 [95% CI 1.08-2.47], P = .02). A smaller percentage of respondents would definitely seek professional help for a serious emotional problem (235/872; 26.9%) than of the general population (44.3%) and age-matched individuals (38.8%). Only a third of medical students with burnout seek help. Perceived stigma, negative personal experiences, and the hidden curriculum may contribute.

Results from a Pilot Study of a Curriculum Unit Designed to Help Middle School Students Understand Chemical Reactions in Living Systems

Science.gov (United States)

Herrmann-Abell, Cari F.; Flanagan, Jean C.; Roseman, Jo Ellen

2012-01-01

Students often have trouble understanding key biology ideas because they lack an understanding of foundational chemistry ideas. AAAS Project 2061 is collaborating with BSCS in the development a curriculum unit that connects core chemistry and biochemistry ideas in order to help eighth grade students build the conceptual foundation needed for high…

Helping all Students Become Einstein’s using Bibliotherapy when Teaching Mathematics to Prepare Students for a STEM World

Directory of Open Access Journals (Sweden)

Joseph M. Furner

2017-06-01

Full Text Available Today, being confident and having a sound understanding of mathematics is critical in an age of STEM.Teachers must play in important role in seeing that all students display their confidence in their ability to domathematics. This paper explains the process of using bibliotherapy when teaching mathematics to addressboth the math anxious or the math gifted student to build more math confidence in a STEM world. Oftengifted students of mathematics can be made to feel bad by their peers just because they know mathematicsand things come easy to them. Today there are many students in school that have math anxiety. Children'sand adolescent literature has been recognized now as a means to teaching mathematics to students throughthe use of stories to make the mathematics concepts relevant and meaningful. Literature can also be usedas a form of therapy, bibliotherapy, to reach students who may be frustrated with children picking on themfor knowing a lot of mathematics or who are math anxious. Story and picture books such as Counting onFrank, Math Curse and A Gebra Named Al are now available to use in the classroom as forms of bibliotherapyin helping students come to terms with issues that haunt them as it relates to mathematics. Children's bookscan be beneficial to address the math anxious and even the gifted. In this paper the author proposes usingreading and discussion (bibliotherapy to help all students become confident in mathematics in the STEMworld we live in.

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

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Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

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

Science.gov (United States)

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.

Help-Seeking Behaviour and Attitudes towards Counselling: A Qualitative Study among Hong Kong Chinese University Students

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Busiol, Diego

2016-01-01

This study examined Hong Kong university students' perception of general help-seeking and seeking of professional help. Thirty-two students, aged from 25 to 46 years were interviewed. A grounded theory approach was adopted. The results indicated four domains to categorise culture-influenced factors: attitudes towards speaking, relational concern,…

Helping Students Understand Intersectionality: Reflections from a Dialogue Project in Residential Life

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Claros, Sharon Chia; Garcia, Gina A.; Johnston-Guerrero, Marc P.; Mata, Christine

2017-01-01

In this chapter, the authors share insights from a dialogue project focused on intersectionality within a residential life setting and discuss additional strategies for helping students understand intersectionality.

High-school software development project helps increasing students' awareness of geo-hydrological hazards and their risks

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Marchesini, Ivan; Rossi, Mauro; Balducci, Vinicio; Salvati, Paola; Guzzetti, Fausto; Bianchini, Andrea; Grzeleswki, Emanuell; Canonico, Andrea; Coccia, Rita; Fiorucci, Gianni Mario; Gobbi, Francesca; Ciuchetti, Monica

2015-04-01

In Italy, inundation and landslides are widespread phenomena that impact the population and cause significant economic damage to private and public properties. The perception of the risk posed by these natural geo-hydrological hazards varies geographically and in time. The variation in the perception of the risks has negative consequences on risk management, and limits the adoption of effective risk reduction strategies. We maintain that targeted education can foster the understanding of geo-hydrological hazards, improving their perception and the awareness of the associated risk. Collaboration of a research center experienced in geo-hydrological hazards and risks (CNR IRPI, Perugia) and a high school (ITIS Alessandro Volta, Perugia) has resulted in the design and execution of a project aimed at improving the perception of geo-hydrological risks in high school students and teachers through software development. In the two-year project, students, high school teachers and research scientists have jointly developed software broadly related to landslide and flood hazards. User requirements and system specifications were decided to facilitate the distribution and use of the software among students and their peers. This allowed a wider distribution of the project results. We discuss two prototype software developed by the high school students, including an application of augmented reality for improved dissemination of information of landslides and floods with human consequences in Italy, and a crowd science application to allow students (and others, including their families and friends) to collect information on landslide and flood occurrence exploiting modern mobile devices. This information can prove important e.g., for the validation of landslide forecasting models.

College Students' Perceptions of Severity and Willingness to Seek Psychological Help For Drug and Alcohol Problems

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Lowinger, Robert Jay

2012-01-01

A sample of 201 college students were surveyed with respect to their perceptions of severity and willingness to seek psychological help for drug and alcohol problems. Results indicated that students perceive alcohol problems as significantly less serious than drug problems and are significantly less willing to seek help for alcohol problems. Males…

Development an Instrument to Measure University Students' Attitude towards E-Learning

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Mehra, Vandana; Omidian, Faranak

2012-01-01

The study of student's attitude towards e-learning can in many ways help managers better prepare in light of e-learning for the future. This article describes the process of the development of an instrument to measure university students' attitude towards e-learning. The scale was administered to 200 University students from two countries (India…

Breaking down silos: engaging students to help fix the US health care system.

Science.gov (United States)

Kumarasamy, Mathu A; Sanfilippo, Fred P

2015-01-01

The field of health care is becoming a team effort as patient care becomes increasingly complex and multifaceted. Despite the need for multidisciplinary education, there persists a lack of student engagement and collaboration among health care disciplines, which presents a growing concern as students join the workforce. In October 2013, the Emory-Georgia Tech Healthcare Innovation Program organized a student driven symposium entitled "US Healthcare: What's Broken and How to Fix It: The Student Perspective". The symposium engaged students from multiple disciplines to work together in addressing problems associated with US health care delivery. The symposium was organized and carried out by a diverse group of student leaders from local institutions who adopted a multidisciplinary approach throughout the planning process. The innovative planning process leading up to the symposium revealed that many of the student-discipline groups lacked an understanding of one another's role in health care, and that students were interested in learning how to work together to leverage each other's profession. The symposium was widely attended and positively received by students and faculty from the Atlanta metropolitan area, and has since helped to promote interdepartmental collaboration and multidisciplinary education across institutions. The student symposium will become an annual event and incorporate broader discipline representation, as well as a patient perspective. Proposals for additional institution-wide, multidisciplinary educational offerings are being addressed with the help of faculty and health care providers across the network. Accordingly, the implementation of student-driven symposia to engage students and stimulate institution-wide changes may be a beneficial and cost-effective means for academic health centers looking to facilitate multidisciplinary health care education.

(Self-) Discovery Service: Helping Students Help Themselves

Science.gov (United States)

Debonis, Rocco; O'Donnell, Edward; Thomes, Cynthia

2012-01-01

EBSCO Discovery Service (EDS) has been heavily used by UMUC students since its implementation in fall 2011, but experience has shown that it is not always the most appropriate source for satisfying students' information needs and that they often need assistance in understanding how the tool works and how to use it effectively. UMUC librarians have…

Using Student Scholarship To Develop Student Research and Writing Skills.

Science.gov (United States)

Ware, Mark E.; Badura, Amy S.; Davis, Stephen F.

2002-01-01

Focuses on the use of student publications in journals as a teaching tool. Explores the use of this technique in three contexts: (1) enabling students to understand experimental methodology; (2) teaching students about statistics; and (3) helping students learn more about the American Psychological Association (APA) writing style. (CMK)

A mediation model of professional psychological help seeking for suicide ideation among Asian American and white American college students.

Science.gov (United States)

Wong, Joel; Brownson, Chris; Rutkowski, Leslie; Nguyen, Chi P; Becker, Marty Swanbrow

2014-01-01

This study examined professional psychological help seeking among 1,045 white American and Asian American students from 70 U.S. colleges and universities who had seriously considered attempting suicide. The authors found that Asian American college students had lower rates of professional psychological help seeking for their suicide ideation than White American college students. Guided by social network perspectives on professional psychological help seeking, the authors also tested mediators of this racial disparity. Relative to white Americans, Asian Americans were advised by fewer people (especially fewer family members) to seek professional help, which was, in turn, associated with lower rates of professional psychological help seeking for suicide ideation. These findings underscore the importance of gatekeeping as a suicide prevention strategy for Asian American college students.

Medical student involvement in website development.

Science.gov (United States)

Rosenbaum, Benjamin P; Gorrindo, Tristan L; Patel, Sanjay G; McTigue, Michael P; Rodgers, Scott M; Miller, Bonnie M

2009-07-01

The digital management of educational resources and information is becoming an important part of medical education. At Vanderbilt University School of Medicine, two medical students sought to create a website for all medical students to act as each student's individual homepage. Using widely available software and database technology, a highly customized Web portal, known as the VMS Portal, was created for medical students. Access to course material, evaluations, academic information, and community assets were customized for individual users. Modular features were added over the course of a year in response to student requests, monitoring of usage habits, and solicitation of direct student feedback. During the first 742 days of the VMS Portal's release, there were 209,460 student login sessions (282 average daily). Of 348 medical students surveyed (71% response rate), 84% agreed or strongly agreed that 'consolidated student resources made their lives easier' and 82% agreed or strongly agreed that their needs were represented by having medical students design and create the VMS Portal. In the VMS Portal project, medical students were uniquely positioned to help consolidate, integrate, and develop Web resources for peers. As other medical schools create and expand digital resources, the valuable input and perspective of medical students should be solicited.

High Oral Communication Apprehensives: How Can Students be Helped to Reduce Their Fear of Public Speaking?

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Dan Shanahan

2015-05-01

Full Text Available The literature has identified oral communication as a skill that employers desire of their workforce. Even though accounting and business education programmes place considerable emphasis on the advancement of communication competencies among students, not all students appear to benefit from communication skills development. This may arise from of a fear of communicating with others, commonly known as oral communication apprehension, a factor which inhibits an individual’s willingness to communicate in one or a number of contexts - one to one conversations, communicating in groups, at meetings and making a presentation in public – and which may inhibit development of effective communication skills. Prior studies have measured oral communication apprehension of students in different disciplines, and there has been some qualitative exploration of the phenomenon. This paper reports on study conducted in the School of Accounting and Finance, DIT. Levels of apprehension were measured for 368 students. The views of a number of students were received and analysed and compared to their oral communication apprehension scores. Some students who indicated that they found presenting extremely difficult were identified, and their views are reported. Their perspectives and fears demonstrate ‘the pain’ that many suffer when called on to present. The study concludes with a recommendation on a possible oral communications approach which could be adopted to help students to overcome fear of presenting in public

Helping Students Design HyperCard Stacks.

Science.gov (United States)

Dunham, Ken

1995-01-01

Discusses how to teach students to design HyperCard stacks. Highlights include introducing HyperCard, developing storyboards, introducing design concepts and scripts, presenting stacks, evaluating storyboards, and continuing projects. A sidebar presents a HyperCard stack evaluation form. (AEF)

Determining the relationship between students' scores using traditional homework assignments to those who used assignments on a non-traditional interactive CD with tutor helps

Science.gov (United States)

Tinney, Charles Evan

2007-12-01

By using the book "Physics for Scientists and Engineers" by Raymond A. Serway as a guide, CD problem sets for teaching a calculus-based physics course were developed, programmed, and evaluated for homework assignments during the 2003-2004 academic year at Utah State University. These CD sets were used to replace the traditionally handwritten and submitted homework sets. They included a research-based format that guided the students through problem-solving techniques using responseactivated helps and suggestions. The CD contents were designed to help the student improve his/her physics problem-solving skills. The analyzed score results showed a direct correlation between the scores obtained on the homework and the students' time spent per problem, as well as the number of helps used per problem.

Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

Science.gov (United States)

Charlevoix, D. J.; Morris, A. R.

2015-12-01

Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

Population-based initiatives in college mental health: students helping students to overcome obstacles.

Science.gov (United States)

Kirsch, Daniel J; Pinder-Amaker, Stephanie L; Morse, Charles; Ellison, Marsha L; Doerfler, Leonard A; Riba, Michelle B

2014-12-01

College students' need for mental health care has increased dramatically, leaving campus counseling and mental health centers struggling to meet the demand. This has led to the investigation and development of extra-center, population-based interventions. Student-to-student support programs are but one example. Students themselves are a plentiful, often-untapped resource that extends the reach of mental health services on campus. Student-to-student programs capitalize on students' natural inclination to assist their peers. A brief review of the prevalence and effects of mental disorders in the college population is provided, followed by a broad overview of the range of peer-to-peer programs that can be available on college campuses. Two innovative programs are highlighted: (1) a hospital- and community-based program, the College Mental Health Program (CMHP) at McLean Hospital, and 2) the Student Support Network (SSN) at Worcester Polytechnic Institute. The subsequent section reviews the literature on peer-to-peer programs for students with serious and persistent mental illness for which there is a small but generally positive body of research. This lack of an empirical basis in college mental health leads the authors to argue for development of broad practice-research networks.

Student-Athletes' Perceptions of Mental Illness and Attitudes toward Help-Seeking

Science.gov (United States)

Barnard, Jordan D.

2016-01-01

Given that there is evidence that college student-athletes may be at risk for psychological disturbances (Pinkerton, Hintz, & Barrow, 1989), and possibly underutilizing college mental health services (Watson & Kissinger, 2007), the purpose of this study was to examine attitudes toward mental illness and help seeking among college…

Video-recorded simulated patient interactions: can they help develop clinical and communication skills in today's learning environment?

Science.gov (United States)

Seif, Gretchen A; Brown, Debora

2013-01-01

It is difficult to provide real-world learning experiences for students to master clinical and communication skills. The purpose of this paper is to describe a novel instructional method using self- and peer-assessment, reflection, and technology to help students develop effective interpersonal and clinical skills. The teaching method is described by the constructivist learning theory and incorporates the use of educational technology. The learning activities were incorporated into the pre-clinical didactic curriculum. The students participated in two video-recording assignments and performed self-assessments on each and had a peer-assessment on the second video-recording. The learning activity was evaluated through the self- and peer-assessments and an instructor-designed survey. This evaluation identified several themes related to the assignment, student performance, clinical behaviors and establishing rapport. Overall the students perceived that the learning activities assisted in the development of clinical and communication skills prior to direct patient care. The use of video recordings of a simulated history and examination is a unique learning activity for preclinical PT students in the development of clinical and communication skills.

Culturing Reality: How Organic Chemistry Graduate Students Develop into Practitioners

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Bhattacharyya, Gautam; Bodner, George M.

2014-01-01

Although one of the presumed aims of graduate training programs is to help students develop into practitioners of their chosen fields, very little is known about how this transition occurs. In the course of studying how graduate students learn to solve organic synthesis problems, we were able to identify some of the key factors in the epistemic…

Predicting help-seeking behavior: The impact of knowing someone close who has sought help.

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Disabato, David J; Short, Jerome L; Lameira, Diane M; Bagley, Karen D; Wong, Stephanie J

2018-02-15

This study sought to replicate and extend research on social facilitators of college student's help seeking for psychological problems. We collected data on 420 ethnically diverse college students at a large public university (September 2008-May 2010). Students completed a cross-sectional online survey. We found that students who were aware of close others' (eg, family, friends) help seeking were two times more likely to have sought formal (eg, psychologist) and informal (eg, clergy) help themselves. Tests of moderation revealed the incremental effect (ie, controlling for help-seeking attitudes, internalizing symptoms, cultural demographics) of close others' formal help seeking was strong and significant for men (R 2 = 0.112), while it was negligible and nonsignificant for women (R 2 = .002). We discuss the importance for students-particularly men-to learn about close others' help seeking for facilitating their own help seeking during times of distress.

Reflective journaling and development of cultural humility in students.

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Schuessler, Jenny B; Wilder, Barbara; Byrd, Linda W

2012-01-01

Cultural humility requires self-evaluation and the awareness that one's own culture is not the only or best one. Teaching health care providers to become culturally humble includes the development of critical thinking skills and the ability to reflect on practice. Journaling as a teaching strategy helps students develop these skills. This article describes the use of reflective journaling as students progressed through four semesters of a community clinical experience. This qualitative, descriptive study was based on the principles of naturalistic inquiry with person-centered written reflections.Two hundred journal entries from 50 students were reviewed, and II themes were identified. Cultural humility cannot be learned merely in the classroom with traditional teaching methods. Reflection on experiences over time leads to the development of cultural humility.

Getting Help

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... Parents & Students Home > Special Features > Getting Help Getting Help Resources from NIAAA Treatment for Alcohol Problems: Finding ... and find ways to make a change. Professional help Your doctor. Primary care and mental health practitioners ...

Helping Students Prepare To Juggle Career and Family: Young Adults Attitudes toward Maternal Employment.

Science.gov (United States)

Rowles, Dorothy; Gambone, Kirsten; Szuchyt, Jamie; Deitrick, Susan; Gelband, Amy; Lu, Barbara Chris; Zohe, Dorothy; Stickney, Deborah; Fields, Susan; Chambliss, Catherine

Counseling students in order to help them make sound educational, career, and personal decisions requires an understanding of their values, priorities, and preconceptions about their options. The present study explored the attitudes of male and female college students regarding maternal employment, and their own career and family expectations, in…

Using a motivation-based instructional model for teacher development and students' learning of science

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Bae, Min-Jung

2009-10-01

Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

Breaking down silos: engaging students to help fix the US health care system

Directory of Open Access Journals (Sweden)

Kumarasamy MA

2015-02-01

Full Text Available Mathu A Kumarasamy,1 Fred P Sanfilippo1–3 1Emory–Georgia Tech Healthcare Innovation Program, 2Department of Pathology and Laboratory Medicine, School of Medicine, 3Department of Health Policy and Management, Rollins School of Public Health, Emory University, Atlanta, GA, USA Problem: The field of health care is becoming a team effort as patient care becomes increasingly complex and multifaceted. Despite the need for multidisciplinary education, there persists a lack of student engagement and collaboration among health care disciplines, which presents a growing concern as students join the workforce. Approach: In October 2013, the Emory–Georgia Tech Healthcare Innovation Program organized a student driven symposium entitled “US Healthcare: What's Broken and How to Fix It: The Student Perspective”. The symposium engaged students from multiple disciplines to work together in addressing problems associated with US health care delivery. The symposium was organized and carried out by a diverse group of student leaders from local institutions who adopted a multidisciplinary approach throughout the planning process. Outcomes: The innovative planning process leading up to the symposium revealed that many of the student-discipline groups lacked an understanding of one another's role in health care, and that students were interested in learning how to work together to leverage each other's profession. The symposium was widely attended and positively received by students and faculty from the Atlanta metropolitan area, and has since helped to promote interdepartmental collaboration and multidisciplinary education across institutions. Next steps: The student symposium will become an annual event and incorporate broader discipline representation, as well as a patient perspective. Proposals for additional institution-wide, multidisciplinary educational offerings are being addressed with the help of faculty and health care providers across the network

Enhancement of Students' Independent Learning through Their Critical Thinking Skills Development

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Kopzhassarova, Umit; Akbayeva, Gulden; Eskazinova, Zhanar; Belgibayeva, Gulbarshyn; Tazhikeyeva, Akerke

2016-01-01

The article focuses on the problem of developing students' critical thinking skills, which help them become independent learners. Analysis of research works of educators and scholars enable the authors to reveal qualities, necessary for students to enhance their critical thinking skills and become independent learners. Different points of view on…

Education Tax Credits: Refundability Critical to Making Credits Helpful to Low-Income Students and Families

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Saunders, Katherine; Lower-Basch, Elizabeth

2015-01-01

Half of all non-loan federal student aid is now offered as tax benefits for educational costs in the form of credits, deductions, and college savings accounts. These benefits help students and families offset the costs of their postsecondary education with tax savings. Yet, as explained in the 2013 report, "Reforming Student Aid: How to…

Helping Them Grow.

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Kreidler, William J.; And Others

1995-01-01

Three articles present suggestions to help elementary teachers promote student development. The first describes games that encourage a sense of community. The second deals with making parent teacher conferences a positive experience. The third discusses how to give confused children who are involved in custody battles an alternative to acting out.…

Using POGIL to Help Students Learn to Program

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Hu, Helen H.; Shepherd, Tricia D.

2013-01-01

POGIL has been successfully implemented in a scientific computing course to teach science students how to program in Python. Following POGIL guidelines, the authors have developed guided inquiry activities that lead student teams to discover and understand programming concepts. With each iteration of the scientific computing course, the authors…

Student Voices: How Has Performing Shakespeare Helped You Appreciate His Work?

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Almansouri, Orubba; Balian, Aram S.; Sawdy, Jessica

2009-01-01

In this article, three students share how performing in Shakespearean plays have helped them appreciate his work. Orubba Almansouri describes how acting out the play "Romeo and Juliet" allowed him to understand the whole story better. While rehearsing and performing "A Midsummer Night's Dream," Aram S. Balian became a true Shakespeare fan,…

Psychological Help-Seeking Intention among College Students across Three Problem Areas

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Hess, Timothy R.; Tracey, Terence J. G.

2013-01-01

The theory of planned behavior (TPB) was used to understand psychological help-seeking intention for 3 common concerns: anxiety or depression, career choice concerns, and alcohol or drug use. Eight hundred eighty-nine university students completed surveys for the TPB variables plus belief in personal efficacy and control to solve the problems.…

Rubric Use in Formative Assessment: A Detailed Behavioral Rubric Helps Students Improve Their Scientific Writing Skills

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Greenberg, Kathleen P.

2015-01-01

A detailed rubric initially designed as a scoring instrument for grading APA-style empirical research reports was tested for its ability to help students improve their scientific writing skills. Students who used the rubric while preparing their reports wrote a higher quality report than did students who did not. Students also improved the quality…

A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others

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Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

2017-01-01

National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly…

Spelling Pronunciations Help College Students Remember How to Spell Difficult Words

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Ocal, Turkan; Ehri, Linnea C.

2017-01-01

Studies have shown that children benefit from a spelling pronunciation strategy in remembering the spellings of words. The current study determined whether this strategy also helps adults learn to spell commonly misspelled words. Participants were native English speaking college students (N = 42), mean age 22.5 years (SD = 7.87). An experimental…

Focused didactic training for skills lab student tutors - which techniques are considered helpful?

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Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors' acceptance and the perceived transferability of attended didactic training modules. The course consisted of five training modules: 1. 'How to present and explain effectively': the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. 2. 'How to explain precisely': Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. 3. 'How to explain on impulse': Spontaneous teaching presentations were simulated and feedback was given. 4. 'Peyton's 4 Step Approach': Peyton's Method for explanation of practical skills was introduced and trained by the participants. 5. 'How to deal with critical incidents': Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. The exercise 'How to present and explain effectively' received the student tutors' highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by 'Peyton's 4 Step Approach' , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in improving their didactic qualification for skills lab

An Educational System to Help Students Assess Website Features and Identify High-Risk Websites

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Kajiyama, Tomoko; Echizen, Isao

2015-01-01

Purpose: The purpose of this paper is to propose an effective educational system to help students assess Web site risk by providing an environment in which students can better understand a Web site's features and determine the risks of accessing the Web site for themselves. Design/methodology/approach: The authors have enhanced a prototype…

Study on Related Courses to Help Undergraduate Students Write Research Reports: a Curriculum Evaluation

OpenAIRE

Winarti, Eny

2014-01-01

From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as ...

Constructing the Syllabus: Devising a Framework for Helping Students Learn to Think like Historians

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Estes, Todd

2007-01-01

In this article, the author describes a syllabus which he designed in his United States history survey courses to help his students learn to think like historians. It contains important information about the way historians work and think, along with descriptions of the reading materials the student will use to further their practice of history.…

Reflective Journaling for Critical Thinking Development in Advanced Practice Registered Nurse Students.

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Raterink, Ginger

2016-02-01

Critical thinking, clinical decision making, and critical reflection have been identified as skills required of nurses in every clinical situation. The Educating Nurses: A Call for Radical Transformation report suggested that critical reflection is a key to improving the educational process. Reflective journaling is a tool that helps develop such skills. This article presents the tool of reflective journaling and the use of this process by educators working with students. It describes the use of reflective journaling in graduate nursing education, as well as a scoring process to evaluate the reflection and provide feedback. Students and faculty found the journaling to be helpful for reflection of a clinical situation focused on critical thinking skill development. The rubric scoring tool provided faculty with a method for feedback. Reflective journaling is a tool that faculty and students can use to develop critical thinking skills for the role of the advanced practice RN. A rubric scoring system offers a consistent format for feedback. Copyright 2016, SLACK Incorporated.

Time for a Change: College Students' Preference for Technology-Mediated Versus Face-to-Face Help for Emotional Distress.

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Lungu, Anita; Sun, Michael

2016-12-01

Even with recent advances in psychological treatments and mobile technology, online computerized therapy is not yet popular. College students, with ubiquitous access to technology, experiencing high distress, and often nontreatment seekers, could be an important area for online treatment dissemination. Finding ways to reach out to college students by offering psychological interventions through technology, devices, and applications they often use, might increase their engagement in treatment. This study evaluates college students' reported willingness to seek help for emotional distress through novel delivery mediums, to play computer games for learning emotional coping skills, and to disclose personal information online. We also evaluated the role of ethnicity and level of emotional distress in help-seeking patterns. A survey exploring our domains of interest and the Mental Health Inventory ([MHI] as mental health index) were completed by 572 students (mean age 18.7 years, predominantly Asian American, female, and freshmen in college). More participants expressed preference for online versus face-to-face professional help. We found no relationship between MHI and help-seeking preference. A third of participants were likely to disclose at least as much information online as face-to-face. Ownership of mobile technology was pervasive. Asian Americans were more likely to be nontreatment seekers than Caucasians. Most participants were interested in serious games for emotional distress. Our results suggest that college students are very open to creative ways of receiving emotional help such as playing games and seeking emotional help online, suggesting a need for online evidence-based treatments.

Development of a health literacy assessment for young adult college students: a pilot study.

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Harper, Raquel

2014-01-01

The purpose of this study was to develop a comprehensive health literacy assessment tool for young adult college students. Participants were 144 undergraduate students. Two hundred and twenty-nine questions were developed, which were based on concepts identified by the US Department of Health and Human Services, the World Health Organization, and health communication scholars. Four health education experts reviewed this pool of items and helped select 87 questions for testing. Students completed an online assessment consisting of these 87 questions in June and October of 2012. Item response theory and goodness-of-fit values were used to help eliminate nonperforming questions. Fifty-one questions were selected based on good item response theory discrimination parameter values. The instrument has 51 questions that look promising for measuring health literacy in college students, but needs additional testing with a larger student population to see how these questions continue to perform.

Using an educational electronic documentation system to help nursing students accurately identify patient data.

Science.gov (United States)

Pobocik, Tamara

2015-01-01

This quantitative research study used a pretest/posttest design and reviewed how an educational electronic documentation system helped nursing students to identify the accurate "related to" statement of the nursing diagnosis for the patient in the case study. Students in the sample population were senior nursing students in a bachelor of science nursing program in the northeastern United States. Two distinct groups were used for a control and intervention group. The intervention group used the educational electronic documentation system for three class assignments. Both groups were given a pretest and posttest case study. The Accuracy Tool was used to score the students' responses to the related to statement of a nursing diagnosis given at the end of the case study. The scores of the Accuracy Tool were analyzed, and then the numeric scores were placed in SPSS, and the paired t test scores were analyzed for statistical significance. The intervention group's scores were statistically different from the pretest scores to posttest scores, while the control group's scores remained the same from pretest to posttest. The recommendation to nursing education is to use the educational electronic documentation system as a teaching pedagogy to help nursing students prepare for nursing practice. © 2014 NANDA International, Inc.

Problem Solving: Helping Students Move From Novices Toward Experts

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Harper, Kathleen A.

2010-10-01

When introductory physics students engage in problem solving, they often exhibit behaviors that can frustrate their teachers. Some well-known examples of these habits include refusing to draw free-body diagrams, hunting through the book to find an example problem to use as a (perhaps inappropriate) template, and the classic ``plug-n-chug'' mentality. Studies in science education and cognitive science have yielded rational explanations for many of these novice behaviors and lay a groundwork for instructors to aid their students in beginning to develop more expert-like skills and behaviors. A few examples of these studies, as well as curricular tools that have developed as a result, will be shared. These tools not only encourage students to try more expert-like strategies, but also prime them for developing conceptual understanding.

Reflections on the Development of Research Potential of Graduate Students.

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Scriven, Jolene

1998-01-01

Graduate students can develop research skills through extensive reading, computer searching, discussion, and application of journalistic questions to problem ideas. Advisors can help by intervening when motivation lags, organizing progress-review groups, and offering concrete editing suggestions and positive criticism. (SK)

Development of concept-based physiology lessons for biomedical engineering undergraduate students.

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Nelson, Regina K; Chesler, Naomi C; Strang, Kevin T

2013-06-01

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.

Racial and Ethnic Minority College Students' Stigma Associated with Seeking Psychological Help: Examining Psychocultural Correlates

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Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking…

Cooperative studyware development of organic chemistry module by experts, teachers, and students

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Dori, Yehudit J.

1995-06-01

Experts, teachers, and students took active part in a process of organic chemistry studyware development. A unique characteristic of this process was the active involvement of three different groups of people in the authoring process: science educators, chemistry teachers, and chemistry students studying towards an education certificate. The science educators—the experts—advised the team on new methods of presenting the subject matter in an appealing way, using 3D computerized molecular modeling. The in-service chemistry teachers contributed from their rich field experience to constructing the studyware. This mutual development helped maintain the balance between expert requirements and expectations from students on one hand, and the actual student capabilities, as perceived by teachers through constant contact with the students, on the other. Finally, the preservice teachers—the undergraduate chemistry students—were often zealous, enthusiastic, and willing to put in the extra time and effort needed to produce quality studyware, while following the guidelines of the experts and teachers. Feedback on the qualities and shortcomings of the studyware was obtained in two cycles. The first one was done while the studyware was still under development by peers, and the second by individual target students, serving as a beta-site. This double feedback helped improve the studyware, mainly by elaborating on portions that require more detail and explanation. The paper describes the process as well as representative parts of the studyware. The combination of experts, teachers, and students in the development team seems to have the potential to yield studyware that is appropriate for effective science education in general and chemistry teaching in particular.

SCHOOL and WORK. HOW TO HELP TEACHERS AND STUDENTS COPE WITH CHANGES

Directory of Open Access Journals (Sweden)

Cristina Anca COLIBABA

2016-05-01

Full Text Available The School and Work project (2014-1-UK01-KA204-000071, co-financed by the European Union under the Erasmus+ programme, intends to capitalise the existing results of previous European projects addressing the early school leaving issue with a view to establish a more concrete and effective cooperation between schools and the world of work, which will enhance students’motivation to learn and complete their studies. The article introduces e-learning resources focusing on strategies teachers could use in order to help students unveil their interests and aptitudes. This will enable teachers plan and implement personalized educational paths and guidance services and valorize students' talents through curricular and extracurricular activities , which will motivate students to stay at school.

Perceived Helpfulness of Teachers in Clinical Courses

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Moate, Randall M.; Holm, Jessica M.; West, Erin M.

2017-01-01

Clinical courses are important in the development of students pursuing a master's degree in clinical mental health counseling (CMHC). Despite the importance of clinical courses, little is known about what CMHC students perceive as being helpful about their teachers of clinical courses. To investigate this, we sought the viewpoints of beginning…

Taiwanese Students' Gender, Age, Interdependent and Independent Self-Construal, and Collective Self-Esteem as Predictors of Professional Psychological Help-Seeking Attitudes.

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Yeh, Christine J.

2002-01-01

Self-esteem, age, and gender were used to assess attitudes towards seeking psychological services among secondary school and college students. Self-esteem and gender significantly predicted students help-seeking attitudes. A counselor's knowledge of cultural perspectives of self-esteem, as they relate to help-seeking behaviors, will help with…

Help provided by school counsellor to teachers and students in behaviour management at secondary school

OpenAIRE

Atıcı, Meral; Çekici, Ferah

2012-01-01

The purpose of this study was to investigate the views of teachers, school counsellors, and students on counsellor help for dealing with misbehaviour at school. Qualitative data were collected from counsellors, teachers and students using interviews to address the research questions. Five counsellors, 20 teachers and 35 students in five high schools with a low socioeconomic level in Adana, Turkey, participated in the study. Data were analysed by using a content analysis technique. Results sho...

In Their Own Voices: Helping Artistically Gifted and Talented Students Succeed Academically

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Carroll, Karen Lee

2008-01-01

Art education is an interdisciplinary field in the sense that it requires a mix of studio practice with theory and academic-style learning. Teachers teach philosophy and theory drawn from psychology, social sciences, history, and the humanities. Helping students be successful readers, writers, speakers, and test-takers are goals shared with those…

Developing a study orientation questionnaire in Mathematics for primary school students

OpenAIRE

Van Der Walt, Martha

2009-01-01

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed...

Helping Students Discuss Race Openly

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Landsman, Julie

2016-01-01

One way teachers can disrupt inequities is by doing the work to foster discussions in which students talk about race--and racism--honestly together. Teachers also need to be ready to talk with students sensitively when the subject of race comes up spontaneously--in a student's work, connected to events outside school, or in response to a…

Focused didactic training for skills lab student tutors – which techniques are considered helpful?

Science.gov (United States)

Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

2012-01-01

Objective: Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors’ acceptance and the perceived transferability of attended didactic training modules. Methods: The course consisted of five training modules: ‘How to present and explain effectively’: the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. ‘How to explain precisely’: Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. ‘How to explain on impulse’: Spontaneous teaching presentations were simulated and feedback was given. ‘Peyton’s 4 Step Approach’: Peyton‘s Method for explanation of practical skills was introduced and trained by the participants. ‘How to deal with critical incidents’: Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. Results: The exercise ‘How to present and explain effectively’ received the student tutors’ highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by ‘Peyton’s 4 Step Approach’ , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in

Internet-based guided self-help for university students with anxiety, depression and stress: a randomized controlled clinical trial.

Science.gov (United States)

Day, Victor; McGrath, Patrick J; Wojtowicz, Magdalena

2013-07-01

Anxiety, depression and stress, often co-occurring, are the psychological problems for which university students most often seek help. Moreover there are many distressed students who cannot, or choose not to, access professional help. The present study evaluated the efficacy of an internet-based guided self-help program for moderate anxiety, depression and stress. The program was based on standard cognitive behavior therapy principles and included 5 core modules, some of which involved options for focusing on anxiety and/or depression and/or stress. Trained student coaches provided encouragement and advice about using the program via e-mail or brief weekly phone calls. Sixty-six distressed university students were randomly assigned to either Immediate Access or a 6-week Delayed Access condition. Sixty-one percent of Immediate Access participants completed all 5 core modules, and 80% of all participants completed the second assessment. On the Depression, Anxiety and Stress Scales-21, Immediate Access participants reported significantly greater reductions in depression (ηp(2)=. 07), anxiety (ηp(2)=. 08) and stress (ηp(2)=. 12) in comparison to participants waiting to do the program, and these improvements were maintained at a six month follow-up. The results suggest that the provision of individually-adaptable, internet-based, self-help programs can reduce psychological distress in university students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Motivational Maturity and Helping Behavior

Science.gov (United States)

Haymes, Michael; Green, Logan

1977-01-01

Maturity in conative development (type of motivation included in Maslow's needs hierarchy) was found to be predictive of helping behavior in middle class white male college students. The effects of safety and esteem needs were compared, and the acceptance of responsibility was also investigated. (GDC)

Mentoring For Success: REU Program That Help Every Student Succeed

Science.gov (United States)

Bingham, B. L.

2015-12-01

NSF REU site programs provide remarkable opportunities for students to experience first-hand the challenges and rewards of science research. Because REU positions are relatively scarce, applicant pools are large, and it is easy to fill available positions with students who already have well-developed research skills and proven abilities to excel academically. Advisors bringing REU participants into their labs may see this as the ideal situation. However, using experience and academic record as the primary selection criteria ignores an enormous pool of talented students who have simply never been in a position to show, or discover themselves, what they can do. Reaching this audience requires a shift in strategy: recruiting in ways that reach students who are unaware of REU opportunities; adjusting our selection criteria to look beyond academics and experience, putting as much emphasis on future potential as we do on past performance; finding, or developing, mentors who share this broader vision of working with students; and providing an institutional culture that ensure every student has the kind of multi-node support network that maximizes his or her success. REU programs should be primary tools to developing a deeper and broader science workforce. Achieving that goal will require innovative approaches to finding, recruiting, and mentoring participants.

Helping organizations help others: organization development as a facilitator of social change.

Science.gov (United States)

Boyd, Neil M

2011-01-01

This article explores organization development (OD) interventions and their likelihood of increasing social change outcomes in public agencies. The central argument of this work is that public and nonprofit organizations can deliver better social outcomes by systematically engaging in OD interventions. An in-depth survey was conducted in 3 agencies of the Commonwealth of Pennsylvania at the end of the gubernatorial administration of Tom Ridge (1995-2002). During his administration, Governor Ridge led the agencies of Pennsylvania government through a large-scale change effort to improve the efficiency and effectiveness of service delivery to the citizens of the Commonwealth of Pennsylvania. The change effort was a remarkable event for the Commonwealth because no other governor in the history of the state had attempted to conceptualize and deliver a comprehensive large-scale change management initiative. The successes and setbacks served as a fertile context to shed light on the following research question: Do OD interventions increase the likelihood that public organizations will deliver better social outcomes? This question is important in that public organizations may need to engage in organization development activities to improve their internal operations, which in turn may help them provide exemplary social outcomes to those whom they serve. In short, organization development interventions might allow public organizations to help themselves to help others.

Understanding Female Students' Physics Identity Development

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Hazari, Zahra

2017-01-01

While the gender gap in physics participation is a known problem, practical strategies that may improve the situation are not well understood. As physics education researchers, we draw on evidence to help inform us of what may or may not be working. To this end, physics identity has proven to be a useful framework for understanding and predicting participation in physics. Drawing on data from national surveys of college students, case studies in physics classes, and surveys of undergraduate women in physics, we identify strategies that are predictive of female students' physics identity development from their high school and undergraduate physics experiences. These findings will be discussed as well as future directions for using this research to increase the recruitment of women to physics-related careers. NSF Grant # 1431846.

Using a Vaccine Proposal Assignment to Help Students Synthesize Topics Covered in an Undergraduate Immunology Course

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Rebecca L. Sparks-Thissen

2015-08-01

Full Text Available Undergraduate students often have difficulty keeping track of all the pieces of the immune response and how they relate to each other.  To help students synthesize the information in an upper-level, undergraduate immunology course, the students in my course investigate the immune response to pathogen of their choosing and then use that information to design a vaccine to that pathogen.

How do University Students Perceive Depressive Symptoms? A Qualitative Study on Perceived Causes, Cures and Helping Behaviours of Depression

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Okan Cem Cirakoglu

2008-04-01

Full Text Available The present study aimed to investigate how Turkish university students perceive symptoms of depression and how they react to depression in terms of helping behaviors with a qualitative methodology. The study also aims to explore university students’ beliefs about possible causes and cures of depression. The sample of the study consisted of 113 women (60.4 % and 74 men (39.6 % with a mean age of 21.7 ± 2.8. A short study depicting a hypothetical “severe depression” case was adapted from a real case for the purpose of the study and questions were developed targeting this case. Results revealed that suicidal ideas, hopelessness, unhappiness and feelings of guilt were the most visible symptoms in deciding someone with depression needs help. Most frequently stated possible causes of depression were living conditions, adaptation difficulties, interpersonal relationships, social environment, negative attributions to self and personality, problems with family, loss, trauma physiological or psychological disorder, addiction and negative attributions to past experiences. Although, participants perceived social support, self-help, professional help, social activity and hobbies, changing living environment, avoidance, somatic regulation and self-medication as ways of overcoming depression in general, they have strong preferences toward verbal interventions and professional help specifically. While 64.3 percent of participant rated the severity of the depression as “severe” 32.4 percent of the participants rated it as “moderate”. [TAF Prev Med Bull 2008; 7(2.000: 119-126

Acculturation, Enculturation, and Asian American College Students' Mental Health and Attitudes toward Seeking Professional Psychological Help

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Miller, Matthew J.; Yang, Minji; Hui, Kayi; Choi, Na-Yeun; Lim, Robert H.

2011-01-01

In the present study, we tested a theoretically and empirically derived partially indirect effects acculturation and enculturation model of Asian American college students' mental health and attitudes toward seeking professional psychological help. Latent variable path analysis with 296 self-identified Asian American college students supported the…

Reflective Journals as a Research Tool: The Case of Student Teachers' Development of Teamwork

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Bashan, Bilha; Holsblat, Rachel

2017-01-01

The study explores the development of teamwork among a group of Israeli student teachers enrolled in a practicum, in order to help teacher educators to understand better the processes student teachers experience in becoming a collaborative team. The student teachers' reflective journals provide qualitative evidence of the stages in the development…

Do Adolescent Developmental Issues Disappear Overnight? Reflections about Holistic Development in University Students

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Daniel T. L. Shek

2011-01-01

Full Text Available Adolescent developmental issues, such as mental health problems, substance abuse, and egocentric behavior, of university students are examined. This conceptual review generally shows that although there are related issues among university students deserving greater attention, there is a general lack of systematic prevention or positive youth development programs adopting the principle of universal prevention. In contrast to the abundance of universal adolescent prevention and positive youth development programs specifically designed for high school students, similar programs are grossly lacking in the university educational context. This paper highlights the factors contributing to such negligence in university education and the possible strategies that can be adopted to help university students develop in a holistic manner.

Benefits Access for College Completion: Lessons Learned from a Community College Initiative to Help Low-Income Students

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Duke-Benfield, Amy Ellen; Saunders, Katherine

2016-01-01

This report analyzes how students were served by Benefits Access for College Completion (BACC), a 2.5-year initiative designed to increase access to public benefits (such as SNAP or Medicaid) for eligible low-income students. These crucial supports reduce students' unmet financial needs and help them finish school. Launched in 2011, BACC funded…

Learning Biochemistry through Manga--Helping Students Learn and Remember, and Making Lectures More Exciting.

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Nagata, Ryoichi

1999-01-01

Uses panels taken from manga, Japanese comics and cartoons, to supplement explanations of biochemical terms and topics in biochemistry classes. Results indicate that the use of manga helped students remember what they had learned. (Author/CCM)

Martin Award Paper: Development of Interactive Virtual Laboratories to Help Students Learn Difficult Concepts in Thermodynamics

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Bowen, Alec S.; Reid, Daniel R.; Koretsky, Milo D.

2015-01-01

In this project, we explore the use of threshold concept theory as a design basis for development of Interactive Virtual Laboratories in thermodynamics. Thermodynamics is a difficult subject for chemical and biological engineering students to master. One reason for the difficulty is the diverse and challenging set of threshold concepts that they…

Strategies to Help ESL Students Improve their Communicative Competence and Class Participation: A Study in a Middle School

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Claudia Gómez Palacio

2010-12-01

Full Text Available This article examines a qualitative study carried out at a middle school in North Carolina, the United States of America. The main purpose of the study was to find effective strategies that teachers can use to help ESL students improve their speaking skills and class participation. Results indicated that both communicative and social strategies as well as exposure to independent reading help ESL students improve their communicative skills and class participation.

Racial and ethnic minority college students' stigma associated with seeking psychological help: Examining psychocultural correlates.

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Cheng, Hsiu-Lan; Kwan, Kwong-Liem Karl; Sevig, Todd

2013-01-01

Many college students underuse professional psychological help for mental health difficulties. The stigma associated with seeking such help appears to be one of the reasons for this underuse. Levels of psychological distress and past use of counseling/psychotherapy have been found to be important correlates of stigma associated with seeking psychological help (Obasi & Leong, 2009; Vogel, Wade, & Haake, 2006). For racial and ethnic minorities, the hindering effects of self-stigma and perceived stigmatization by others on treatment seeking may further be compounded by their relationships with their own ethnic groups, with other ethnic groups, and with the dominant society. This study used structural equation modeling (SEM) to test a model that explored the effects of psychological distress and psychocultural variables (i.e., ethnic identity, other-group orientation, perceived discrimination) on perceived stigmatization by others and self-stigma for seeking psychological help, controlling for past use of counseling/psychotherapy. The sample consisted of 260 African American, 166 Asian American, and 183 Latino American students. SEM multigroup analyses indicated measurement invariance, but partial structural invariance, across racial/ethnic groups. Across all 3 groups, higher levels of psychological distress and perceived racial/ethnic discrimination, respectively, predicted higher levels of perceived stigmatization by others for seeking psychological help, which, in turn, predicted greater self-stigma for seeking psychological help. Higher levels of other-group orientation predicted lower levels of self-stigma of seeking psychological help across groups. Higher levels of ethnic identity predicted lower levels of self-stigma of seeking psychological help only for African Americans. Implications for research and practice are discussed. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Development and Validation of an Instrument to Measure Students' Motivation and Self-Regulation in Science Learning

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Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

2011-10-01

Students' motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students' motivation and self-regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in-depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.

Helping Your Child through Early Adolescence -- Helping Your Child Series

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... Bibliography Acknowledgements Tips to Help Your Child through Early Adolescence No Child Left Behind Printable ... Information About... Transforming Teaching Family and Community Engagement Early Learning Helping Your Child Our mission is to promote student achievement and ...

Problem gambling and help seeking among Chinese international students: narratives of place identity transformation.

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Li, Wendy Wen; Tse, Samson

2015-03-01

This article uses examples of problem gambling and help seeking among Chinese international students in New Zealand to demonstrate place identity transformation. Two-wave narrative interviews were conducted with 15 Chinese international students. Place identity among participants is shown to be a process that features the transformation of participants' identity. While the casinos in which the Chinese international students gambled gave rise to negative place identities, positive place identities facilitated the participants to change their problematic gambling. Through the investigation of place identity transformation, this article promotes a strength-based, non-labelling approach to intervention for people who are concerned about their gambling behaviours. © The Author(s) 2015.

'TeamUP': An approach to developing teamwork skills in undergraduate midwifery students.

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Hastie, Carolyn Ruth

2018-03-01

to develop an effective model to enable educators to teach, develop and assess the development of midwifery students' teamwork skills DESIGN: an action research project involving participant interviews and academic feedback. a regional university PARTICIPANTS: midwifery students (n = 21) and new graduate midwives (n = 20) INTERVENTIONS: a whole of course program using a rubric, with five teamwork domains and behavioural descriptors, to provide a framework for teaching and assessment. Students self and peer assess. Lectures, tutorials and eight different groupwork assignments of increasing difficulty, spread over the three years of the undergraduate degree are incorporated into the TeamUP model. the assignments provide students with the opportunity to practice and develop their teamwork skills in a safe, supported environment. the social, emotional and practical behaviours required for effective teamwork can be taught and developed in undergraduate health students. students require a clear overview of the TeamUP model at the beginning of the degree. They need to be informed of the skills and behaviours that the TeamUP model is designed to help develop and why they are important. The success of the model depends upon the educator's commitment to supporting students to learn teamwork skills. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

A Preliminary Analysis of the Outcomes of Students Assisted by VET FEE-HELP

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National Centre for Vocational Education Research (NCVER), 2015

2015-01-01

VET FEE-HELP is an income-contingent loan scheme that assists eligible students undertaking certain vocational education and training (VET) courses (diploma, advanced diploma, graduate certificate and graduate diploma) with an approved provider by paying for all or part of their tuition costs. The tuition costs are paid directly to the provider.…

Developing Students' Emotional Competency Using the Classroom-as-Organization Approach

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Sheehan, Beth J.; McDonald, Mark A.; Spence, Kirsty K.

2009-01-01

In management education, the classroom-as-organization (CAO) approach to teaching has been a topic of much discussion and debate. Given the authors' experiences in teaching sport event management, it is known that the CAO approach helps students develop greater self-confidence, greater self- and social awareness, and a greater understanding of…

Effects of using the developing nurses' thinking model on nursing students' diagnostic accuracy.

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Tesoro, Mary Gay

2012-08-01

This quasi-experimental study tested the effectiveness of an educational model, Developing Nurses' Thinking (DNT), on nursing students' clinical reasoning to achieve patient safety. Teaching nursing students to develop effective thinking habits that promote positive patient outcomes and patient safety is a challenging endeavor. Positive patient outcomes and safety are achieved when nurses accurately interpret data and subsequently implement appropriate plans of care. This study's pretest-posttest design determined whether use of the DNT model during 2 weeks of clinical postconferences improved nursing students' (N = 83) diagnostic accuracy. The DNT model helps students to integrate four constructs-patient safety, domain knowledge, critical thinking processes, and repeated practice-to guide their thinking when interpreting patient data and developing effective plans of care. The posttest scores of students from the intervention group showed statistically significant improvement in accuracy. Copyright 2012, SLACK Incorporated.

Psychiatric disorders in students in six French universities: 12-month prevalence, comorbidity, impairment and help-seeking.

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Verger, Pierre; Guagliardo, Valérie; Gilbert, Fabien; Rouillon, Frédéric; Kovess-Masfety, Viviane

2010-02-01

Few studies have explored the prevalence of psychiatric disorders (PD) among university students. This article aims to study 12-month prevalence of PD in university students, their socio-economic correlates, impairment in daily life and help-seeking behaviours. Cross-sectional study of randomly selected first-year students aged 18-24 years, enrolled in one of the six universities in south-eastern France in 2005-2006. We used the WHO CIDI-Short Form to derive DSM-IV diagnoses and the Sheehan disability scale to evaluate impairment. We studied their correlates with multiple logistic regressions. The 12-month prevalence of major depressive disorder (MDD), anxiety disorders (AD) and substance use disorders (SUD) were 8.9% (95% CI: 7.2-10.9), 15.7% (95% CI: 13.5-18.2) and 8.1% (95% CI: 6.7-9.8), respectively. MDD was associated with precarious economic situation (OR = 1.83; 95% CI: 1.03-3.23), AD with a precarious job or unemployment of the father (OR = 2.08; 95% CI: 1.04-4.14) and SUD with higher educational level of father (OR = 2.17; 95% CI: 1.28-3.67) or having a paid job (OR = 1.82; 95% CI: 1.06-3.13). "Marked" or "extreme" impairment (score > or =7 for at least one of the domains in the Sheehan scale) was noted for 51.7% of students presenting a PD and was even more frequent in the presence of MDD/AD comorbidity. Only 30.5% of the students with a PD had sought professional help in the past 12 months. This study provides new results regarding university students suggesting a link between precarious economic situations and MDD. The frequent impairment arising from PD alongside low rates of help-seeking suggests that PD could be one of the factors in academic failure in first year of university. These results should be used to improve prevention and care of PD in university students in France.

Helping Students Move from Coding to Publishing - Teaching Scientific Communication to Science Interns

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Batchelor, R.; Haacker-Santos, R.; Pandya, R. E.

2012-12-01

To help young scientists succeed in our field we should not only model scientific methods and inquiry, but also train them in the art of scientific writing - after all, poorly written proposals, reports or journal articles can be a show stopper for any researcher. Research internships are an effective place to provide such training, because they offer a unique opportunity to integrate writing with the process of conducting original research. This presentation will describe how scientific communication is integrated into the SOARS program. Significant Opportunities in Atmospheric Research and Science (SOARS) is an undergraduate-to graduate bridge program that broadens participation in the geosciences. SOARS aims to foster the next generation of leaders in the atmospheric and related sciences by helping students develop investigative expertise complemented by leadership and communication skills. Each summer, interns (called protégés) attend a weekly seminar designed to help them learn scientific writing and communication skills. The workshop is organized around the sections of a scientific paper. Workshop topics include reading and citing scientific literature, writing an introduction, preparing a compelling abstract, discussing results, designing effective figures, and writing illuminating conclusions. In addition, protégés develop the skills required to communicate their research to both scientists and non-scientists through the use of posters, presentations and informal 'elevator' speeches. Writing and communication mentors guide protégés in applying the ideas from the workshop to the protégés' required summer scientific paper, poster and presentation, while a strong peer-review component of the program gives the protégés a taste of analyzing, critiquing and collaborating within a scientific forum. This presentation will provide practical tips and lessons learned from over ten years of scientific communications workshops within the SOARS program

A Volunteer Basketball Clinic for Children with Disabilities: Professional Development Impact on Student-Athletes and Physical Therapy Students.

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Altenburger, Peter; Wilson, Anne M

2017-01-01

The purpose of this study was to assess the change in perceptions of student-athletes, physical therapy students, and parents of children who helped to facilitate an athletic skills camp for children with disabilities. Participants experienced 3 hours of basketball activity yearly. Data were collected for 3 consecutive years from a total of 51 parents, 15 student-athletes, and 22 physical therapy students. Pre- and post-survey data were evaluated by two independent researchers. Common themes were developed for all participant groups and cross-group comparisons were evaluated. Findings indicated a synergistic benefit for student-athletes and physical therapy students derived from their impact and children with disabilities. Perceptual changes in students included a decrease in fear in working with disabled children, an appreciation for the value of having fun, and increased growth in civic identity and desire to volunteer.

How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training.

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Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2016-01-01

Policy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students' roles in these interactive processes. Explorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis. Active student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content. The iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement.

Helping Gay and Lesbian Students Integrate Sexual and Religious Identities

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Bayne, Hannah Barnhill

2016-01-01

This article explores the impact of sexual and religious identity on college student development, examining developmental models and discussing how counselors can assist gay and lesbian students with integrating these 2 personal identities. Treatment approaches are presented, and the article concludes with an examination of ethical and…

Perspective: the potential of student organizations for developing leadership: one school's experience.

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Veronesi, Michael C; Gunderman, Richard B

2012-02-01

Leadership development is vital to the future of medicine. Some leadership development may take place through the formal curriculum of the medical school, yet extracurricular activities, such as student government and affiliated student organizations, can provide additional, highly valuable leadership development opportunities. These organizations and their missions can serve as catalysts for students to work with one another, with the faculty and administration of the medical school, with the community, and with local, regional, and national organizations. The authors have organized this discussion of the leadership development potential of student organizations around six important principles of leadership: ownership, experience, efficacy, sense of community, service learning, and peer-to-peer mentoring. They provide practical examples of these leadership principles from one institution. They do not presume that the school is unique, but they do believe their practical examples help to illuminate the potential of extracurricular programs for enhancing the leadership capabilities of future physicians. In addition, the authors use their examples to demonstrate how the medical school, its surrounding community, and the profession of medicine can benefit from promoting leadership through student organizations.

Teaching for clinical reasoning - helping students make the conceptual links.

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McMillan, Wendy Jayne

2010-01-01

Dental educators complain that students struggle to apply what they have learnt theoretically in the clinical context. This paper is premised on the assumption that there is a relationship between conceptual thinking and clinical reasoning. The paper provides a theoretical framework for understanding the relationship between conceptual learning and clinical reasoning. A review of current literature is used to explain the way in which conceptual understanding influences clinical reasoning and the transfer of theoretical understandings to the clinical context. The paper argues that the connections made between concepts are what is significant about conceptual understanding. From this point of departure the paper describes teaching strategies that facilitate the kinds of learning opportunities that students need in order to develop conceptual understanding and to be able to transfer knowledge from theoretical to clinical contexts. Along with a variety of teaching strategies, the value of concept maps is discussed. The paper provides a framework for understanding the difficulties that students have in developing conceptual networks appropriate for later clinical reasoning. In explaining how students learn for clinical application, the paper provides a theoretical framework that can inform how dental educators facilitate the conceptual learning, and later clinical reasoning, of their students.

Mathematics Boot Camps: A Strategy for Helping Students to Bypass Remedial Courses

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Hamilton, Marilyn A. L.

Many community colleges struggle to find the best strategy to help incoming at-risk students prepare for the placement test. The purpose of this quantitative quasi-experimental study, was to answer the question as to which of 2 programs, a 2-week, face-to-face mathematics refresher program, Math Boost-Up, or an online-only program, might increase the ACCUPLACER posttest scores of incoming community college students. The study used archival data for 136 students who self-selected to either participate in the Math Boost-Up program (the experiment group), or in the online-only program (the comparison group). Knowles's theory of adult learning, andragogy, served as the theoretical framework. Spearman, Kruskal-Wallis, Mann-Whitney, and chi-square tests were used to measure the effect of 4 moderator variables (age, high school GPA, number of minutes spent in MyFoundationsLab, and number of days spent in face-to-face sessions) on the pre- and posttest scores of students in each group. The results indicated that students in the Math Boost-Up program experienced statistically significant gains in arithmetic and elementary algebra than did those students in the online-only program. The results also indicated that the 4 moderator variables affected gains in posttest scores. Additionally, the results disproved the andragogical premise that students would be self-directed and would self-select to participate in the intervention. A recommendation was that participation in the face-to-face refresher program should be mandatory. The study contributes to social change by providing evidence that short-term refresher programs could increase the scores of students on placement tests.

Making the Connection: The Use of Student Development Theory in First-Year and Transition Programs

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Torres, Vasti; LePeau, Lucy A.

2013-01-01

This article focuses on past and present research studies that examined the creation of developmental theories to help understand how students develop while in college. The implications of this manuscript include understanding how the diversity of today's student body influences practice, considering the appropriate knowledge base needed to…

A Needs Assessment, Development, and Formative Evaluation of a Health Promotion Smartphone Application for College Students

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Miller, Tiffany; Chandler, Laura; Mouttapa, Michele

2015-01-01

Background: Approximately half of college students who completed the National College Health Assessment 2013 indicated a greater need for health-related information. University-based smartphone applications may help students better access this information. Purpose: This study describes the needs assessment, development, and formative evaluation of…

Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

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Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

Using an Educational Electronic Documentation System to Help Nursing Students Accurately Identify Nursing Diagnoses

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Pobocik, Tamara J.

2013-01-01

The use of technology and electronic medical records in healthcare has exponentially increased. This quantitative research project used a pretest/posttest design, and reviewed how an educational electronic documentation system helped nursing students to identify the accurate related to statement of the nursing diagnosis for the patient in the case…

Integrating SFA Technology into the Sales Curriculum: Helping Students Understand What, Why, and When

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Jelinek, Ronald

2018-01-01

While sales force automation (SFA) and customer relationship management are important concepts in business-to-business selling, many instructors struggle to effectively integrate these topics into their curriculum. The research described in this article offers a role play and two coordinating sets of slides that aim to help students better…

Bike Helmets and Black Riders: Experiential Approaches to Helping Students Understand Natural Hazard Assessment and Mitigation Issues

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Stein, S. A.; Kley, J.; Hindle, D.; Friedrich, A. M.

2014-12-01

Defending society against natural hazards is a high-stakes game of chance against nature, involving tough decisions. How should a developing nation allocate its budget between building schools for towns without ones or making existing schools earthquake-resistant? Does it make more sense to build levees to protect against floods, or to prevent development in the areas at risk? Would more lives be saved by making hospitals earthquake-resistant, or using the funds for patient care? These topics are challenging because they are far from normal experience, in that they involve rare events and large sums. To help students in natural hazard classes conceptualize them, we pose tough and thought-provoking questions about complex issues involved and explore them together via lectures, videos, field trips, and in-class and homework questions. We discuss analogous examples from the students' experiences, drawing on a new book "Playing Against Nature, Integrating Science and Economics to Mitigate Natural Hazards in an Uncertain World". Asking whether they wear bicycle helmets and why or why not shows the cultural perception of risk. Individual students' responses vary, and the overall results vary dramatically between the US, UK, and Germany. Challenges in hazard assessment in an uncertain world are illustrated by asking German students whether they buy a ticket on public transportation - accepting a known cost - or "ride black" - not paying but risking a heavy fine if caught. We explore the challenge of balancing mitigation costs and benefits via the question "If you were a student in Los Angeles, how much more would you pay in rent each month to live in an earthquake-safe building?" Students learn that interdisciplinary thinking is needed, and that due to both uncertainties and sociocultural factors, no unique or right strategies exist for a particular community, much the less all communities. However, we can seek robust policies that give sensible results given

Developing Pharmacy Student Communication Skills through Role-Playing and Active Learning

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Zeszotarski, Paula; Ma, Carolyn

2015-01-01

Objective. To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Design. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger’s Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Assessment. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Conclusion. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers. PMID:25995519

Developing pharmacy student communication skills through role-playing and active learning.

Science.gov (United States)

Luiz Adrian, Julie Ann; Zeszotarski, Paula; Ma, Carolyn

2015-04-25

To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.

Student project of optical system analysis API-library development

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Ivanova, Tatiana; Zhukova, Tatiana; Dantcaranov, Ruslan; Romanova, Maria; Zhadin, Alexander; Ivanov, Vyacheslav; Kalinkina, Olga

2017-08-01

In the paper API-library software developed by students of Applied and Computer Optics Department (ITMO University) for optical system design is presented. The library performs paraxial and real ray tracing, calculates 3d order (Seidel) aberration and real ray aberration of axis and non-axis beams (wave, lateral, longitudinal, coma, distortion etc.) and finally, approximate wave aberration by Zernike polynomials. Real aperture can be calculated by considering of real rays tracing failure on each surface. So far we assume optical system is centered, with spherical or 2d order aspherical surfaces. Optical glasses can be set directly by refraction index or by dispersion coefficients. The library can be used for education or research purposes in optical system design area. It provides ready to use software functions for optical system simulation and analysis that developer can simply plug into their software development for different purposes, for example for some specific synthesis tasks or investigation of new optimization modes. In the paper we present an example of using the library for development of cemented doublet synthesis software based on Slusarev's methodology. The library is used in optical system optimization recipes course for deep studying of optimization model and its application for optical system design. Development of such software is an excellent experience for students and help to understanding optical image modeling and quality analysis. This development is organized as student group joint project. We try to organize it as a group in real research and development project, so each student has his own role in the project and then use whole library functionality in his own master or bachelor thesis. Working in such group gives students useful experience and opportunity to work as research and development engineer of scientific software in the future.

Developing a study aptitude test for international distance education students of geoinformation science and earth observation

NARCIS (Netherlands)

Pasha Zadeh Monajjemi, P.; Augustijn-Beckers, Petronella; Verkroost, M.J.; Sarjakoski, Tapani; Santos, Maribel Yasmina; Sarjakoski, L. Tiina

2016-01-01

Online diagnostic study aptitude tests are a common means of helping students select the correct type of course, and the correct mode of education. However, universities often lack the data to predict critical student success factors correctly. In this paper we discuss the development of an online

Attitudes about Help-Seeking Mediate the Relation between Parent Attachment and Academic Adjustment in First-Year College Students

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Holt, Laura J.

2014-01-01

Although numerous studies have documented an association between parent attachment and college student adjustment, less is known about the mechanisms that underlie this relation. Accordingly, this short-term longitudinal study examined first-year college students' attitudes about academic help-seeking as one possible mechanism. As predicted,…

Development and pilot evaluation of an online psychoeducational program for suicide prevention among university students: A randomised controlled trial

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Jin Han

2018-06-01

Full Text Available Introduction: Suicide is the second leading cause of death for the university aged population globally. A significant proportion of students with suicidal ideation or behaviours do not seek professional help. Few primary suicide prevention programs have specifically targeted help seeking for suicidal ideation or behaviours among university students. Methods: This study reported the development and pilot test of a brief, two-module online psychoeducational program (ProHelp that aimed to encourage help seeking for suicidal ideation and behaviours among university students. The program consists of two five-minute modules that address the risk factors and warning signs of suicide, stigmatising attitudes, and perceived barriers to help seeking. 156 Chinese university students and 101 Australian university students were recruited to evaluate the effectiveness of this program at post-test and one-month follow-up. Participants were randomly assigned to the psychoeducational program or an attention control program. Results: Of the Chinese and Australian students who were randomised into the study, around 50% completed the two­day post­test survey, and 30% completed the one-month follow­up survey. Although no significant difference was found between the control and experimental group on professional help-seeking beliefs and intentions, both groups' help-seeking attitudes increased during the study (p=0.003 for the post­test survey, and p=0.008 for the follow­up survey. The experimental group in both countries demonstrated a significant improvement in suicide literacy at the post-test survey (p=0.015 compared to control. Qualitative feedback indicated that the ProHelp program was user-friendly, clear, and helpful. Conclusions: This study provides initial evidence that a brief online psychoeducational program could enhance university students' suicide literacy in both China and Australia. It also suggests that increasing suicide literacy might not be

Some research findings of motivation to volunteer activity in female students of helping professions

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Zdeněk Mlčák

2011-01-01

Full Text Available The aim of this study is to determine the structure and intensity of the motives leading students of helping professions to undertake voluntary work, and to assess whether their motivation to carry out voluntary activities can be predicted on the basis of their levels of emotional and cognitive empathy.

Curriculum Integration: Helping Career and Technical Education Students Truly Develop College and Career Readiness

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Park, Travis; Pearson, Donna; Richardson, George B.

2017-01-01

All students need to learn how to read, write, solve mathematics problems, and understand and apply scientific principles to succeed in college and/or careers. The challenges posed by entry-level career fields are no less daunting than those posed by college-level study. Thus, career and technical education students must learn effective math,…

The Talent Development Middle School. An Elective Replacement Approach to Providing Extra Help in Math--The CATAMA Program (Computer- and Team-Assisted Mathematics Acceleration). Report No. 21.

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Mac Iver, Douglas J.; Balfanz, Robert; Plank, Stephen B.

In Talent Development Middle Schools, students needing extra help in mathematics participate in the Computer- and Team-Assisted Mathematics Acceleration (CATAMA) course. CATAMA is an innovative combination of computer-assisted instruction and structured cooperative learning that students receive in addition to their regular math course for about…

Information Literacy Advocates: developing student skills through a peer support approach.

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Curtis, Ruth

2016-12-01

Since 2013/2014, an Information Literacy Advocates (ILA) scheme has been running at the University of Nottingham as an extracurricular module on the Nottingham Advantage Award programme. The Information Literacy Advocates scheme, which recruits medicine and health sciences students in their second year or above, aims to facilitate development of information literacy skills and confidence, as well as communication, organisation and teamwork, through the provision of peer support. Previous research indicates peer assistance effectively enhances such skills and is valued by fellow students who welcome the opportunity to approach more experienced students for help. This article, written by guest writer Ruth Curtis from the University of Nottingham, provides an overview of administering the ILA scheme and explores its impact on the Information Literacy Advocates, peers and librarians, and discusses future developments for taking the scheme forward. H. S. © 2016 Health Libraries Group.

Using Student Work to Develop Teachers' Knowledge of Algebra

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Herbel-Eisenmann, Beth A.; Phillips, Elizabeth Difanis

2005-01-01

This article describes a set of learning activities that use algebraic problems and written student work to help preservice and in-service teachers understand students' algebraic thinking. (Contains 4 figures.)

Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System

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Acat, M. Bahaddin; Demiral, Hilmi; Kaya, Mehmet Fatih

2016-01-01

The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is "Web Based Listening Scale". In the process of the study,…

Genetically Modified Food in Perspective: An Inquiry-Based Curriculum to Help Middle School Students Make Sense of Tradeoffs. Research Report

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Seethaler, Sherry; Linn, Marcia

2004-01-01

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial…

"Toward High School Biology": Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

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Herrmann-Abell, Cari F.; Koppal, Mary; Roseman, Jo Ellen

2016-01-01

Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better…

Student Services and their Influence to Student Development

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Charlito P. Cadag

2017-05-01

Full Text Available he study assessed the effectiveness of student services and their influen ce on student development in the four campuses of Central Bicol State University of Agriculture (CBSUA, SY 2013 - 2014. Descriptive, evaluative, comparative and correlational methods of research were employed. Respondents were administrators, faculty membe rs and student leaders. Data were gathered through questionnaire, interview, documentary analysis and ocular inspection and were treated statistically using weighted mean, ranking, one - way ANOVA, Pearson R correlation analysis and DMRT. Findings revealed t hat the four campuses of CBSUA were ”very effective” in managing the different student services. The social, cultural, political and intellectual aspects of students in the four campuses of CBSUA were “highly developed” through the various student services provided. Student services such as sports development, library, student organizations, arts and culture development, guidance and counseling, scholarship and financial assistance, campus ministry and health services did not vary among campuses.

Care Provided by Students in Community-Based Dental Education: Helping Meet Oral Health Needs in Underserved Communities.

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Mays, Keith A; Maguire, Meghan

2018-01-01

Since 2000, reports have documented the challenges faced by many Americans in receiving oral health care and the consequences of inadequate care such as high levels of dental caries among many U.S. children. To help address this problem, many dental schools now include community-based dental education (CBDE) in their curricula, placing students in extramural clinics where they provide care in underserved communities. CBDE is intended to both broaden the education of future oral health professionals and expand care for patients in community clinics. The aim of this study was to develop a three-year profile of the patients seen and the care provided by students at extramural clinics associated with one U.S. dental school. Three student cohorts participated in the rotations: final-year students in the Doctor of Dental Surgery, Bachelor of Science in Dental Hygiene, and Master of Dental Therapy programs. The study was a retrospective analysis of data retrieved from the school's database for three consecutive academic years. The data included patients' demographics and special health care needs status (based on information collected by students from their patients) and procedures students performed while on rotations. For the three-year period, the results showed a total of 43,128 patients were treated by 418 student providers. Approximately 25% of all encounters were with pediatric patients. Students completed 5,908 child prophylaxis, 5,386 topical fluoride varnish, and 7,678 sealant procedures on pediatric patients. Annually, 7% of the total patients treated had special health care needs. The results show that these students in CBDE rotations provided a substantial amount of oral health care at extramural sites and gained additional experience in caring for a diverse population of patients and performing a wide range of procedures.

Methods for Helping Students Avoid Plagiarism.

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Landau, Joshua D.; Druen, Perri B.; Arcuri, Jennifer A.

2002-01-01

Describes an experiment used with undergraduate students to educate students about plagiarism and paraphrasing techniques. Discusses the procedure used for the experiment as well as results from the experiment and a postexperiement questionnaire. (CMK)

Storytelling: an approach that can help to develop resilience.

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East, Leah; Jackson, Debra; O'Brien, Louise; Peters, Kathleen

2010-01-01

Stories convey values and emotions, and can reveal the differences and similarities between people's experiences. Elucidating personal stories involves sharing which can help form bonds and supportive networks. With reflection, these can help to develop resilience. While the literature recognises the potential cathartic and therapeutic benefits associated with storytelling in research, links between the development of personal resilience and storytelling for research purposes have not been drawn. This paper argues that storytelling aids the development of personal resilience and provides opportunities to celebrate the hardiness of research participants who contribute to knowledge by recounting their stories of difficulty and adversity.

Development of a systematic career coaching program for medical students

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2018-01-01

Purpose This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. Methods The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. Results The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. Conclusion The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school’s curriculum and educational environment. PMID:29510607

Development of a systematic career coaching program for medical students

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Yera Hur

2018-03-01

Full Text Available Purpose This study aimed to develop a systematic career-coaching program (SCCP that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1 develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2 explore possible career choices and decide on a career path; and (3 develop the competencies needed to prepare for their future careers. Methods The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. Results The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. Conclusion The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school’s curriculum and educational environment.

Development of a systematic career coaching program for medical students.

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Hur, Yera; Cho, A Ra; Kwon, Mihye

2018-03-01

This study aimed to develop a systematic career-coaching program (SCCP) that can be used by medical teaching schools to address a growing need for career-coaching. The program objectives were to help students (1) develop a comprehensive self-understanding of their aptitudes, interests, and personality traits; (2) explore possible career choices and decide on a career path; and (3) develop the competencies needed to prepare for their future careers. The SCCP was based on the ADDIE (analysis, design, development, implementation, and evaluation) model and decision-making questioning model. Medical professionals, medical education and career counseling experts, and students participated in designing the program. The SCCP describes coaching content, tools, operational methods, and appropriate timing, and identifies the professionals and specialists who can offer their expertise in the different coaching phases. It is designed to allow medical schools to offer the program in segments or in its entirety, depending on the curriculum and environment. The SCCP represents a viable career-coaching program for medical students that can be applied in part or in its entirety, depending on a medical school's curriculum and educational environment.

Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

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Herrmann-Abell, Cari F.; Koppal, Mary; Roseman, Jo Ellen

2016-01-01

Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre- and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit’s promise in improving students’ understanding of the targeted ideas. PMID:27909024

Student Engagements Help Educate and Boost Workforce Development -

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Irvine, California. During that period, more than 50 NREL staff members supported the event. That's part of the laboratory's legacy. NREL has organized all seven Decathlons since the inaugural event in 2002 . But it isn't just project management-NREL lets participants develop valuable skills, crafting the 10

The Development of Pedagogical Intership: Mentor and Student Activity and Experience Aspects

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V. Lamanauskas

2016-12-01

Full Text Available It is without doubt, that student pedagogical internship intention is to help future teachers to develop cross-cultural, general, professional and special competencies, acquiring necessary skills for practical work. On the other hand, this is verification of the acquired competencies in education practice. During the internship pedagogical work practical abilities are being improved. The internship itself is an inseparable part of pedagogical studies. It is necessary to much more strengthen pedagogical internship: its organisation, student and mentor collaboration, education activity reflection, feedback analysis and its use in the study process improvement and other. By this research it has been sought to ascertain what support for students during the pedagogical internship supplies mentor, to analyse the performed functions of the practitioners and their experience, and to present mentor characteristics referring to students' opinions and evaluations. 77 bachelor study final year students from two Lithuanian universities participated in the qualitative research. The research results show that mentor help and participation in the internship process are very important, regardless of their performed function complexity. Mentor competencies have a crucial importance in the pedagogical internship results. It is purposeful to constantly research internship participant opinions on these actual pedagogical study questions.

Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students' Epidemiologic Reasoning through Data Analysis

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Oura, Hiroki

Science is a disciplined practice about knowing puzzling observations and unknown phenomena. Scientific knowledge of the product is applied to develop technological artifacts and solve complex problems in society. Scientific practices are undeniably relevant to our economy, civic activity, and personal lives, and thus public education should help children acquire scientific knowledge and recognize the values in relation to their own lives and civil society. Likewise, developing scientific thinking skills is valuable not only for becoming a scientist, but also for becoming a citizen who is able to critically evaluate everyday information, select and apply only the trustworthy, and make wise judgments in their personal and cultural goals as well as for obtaining jobs that require complex problem solving and creative working in the current knowledge-based economy and rapid-changing world. To develop students' scientific thinking, science instruction should focus not only on scientific knowledge and inquiry processes, but also on its epistemological aspects including the forms of causal explanations and methodological choices along with epistemic aims and values under the social circumstances in focal practices. In this perspective, disciplinary knowledge involves heterogeneous elements including material, cognitive, social, and cultural ones and the formation differs across practices. Without developing such discipline-specific knowledge, students cannot enough deeply engage in scientific "practices" and understand the true values of scientific enterprises. In this interest, this dissertation explores instructional approaches to make student engagement in scientific investigations more authentic or disciplinary. The present dissertation work is comprised of three research questions as stand-alone studies written for separate publication. All of the studies discuss different theoretical aspects related to disciplinary engagement in epidemiologic inquiry and student

Helping Students Analyze Revolutions

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Armstrong, Stephen; Desrosiers, Marian

2012-01-01

A visitor to a random sampling of Modern World History classes in the United States will find that the subject of "revolution" is a favorite for many students. Reading about and researching individuals and topics such as Tsar Nicholas II, Rasputin, Marie Antoinette and guillotines is never boring. Unfortunately, in too many classrooms,…

Acculturation, enculturation, and Asian American college students' mental health and attitudes toward seeking professional psychological help.

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Miller, Matthew J; Yang, Minji; Hui, Kayi; Choi, Na-Yeun; Lim, Robert H

2011-07-01

In the present study, we tested a theoretically and empirically derived partially indirect effects acculturation and enculturation model of Asian American college students' mental health and attitudes toward seeking professional psychological help. Latent variable path analysis with 296 self-identified Asian American college students supported the partially indirect effects model and demonstrated the ways in which behavioral acculturation, behavioral enculturation, values acculturation, values enculturation, and acculturation gap family conflict related to mental health and attitudes toward seeking professional psychological help directly and indirectly through acculturative stress. We also tested a generational status moderator hypothesis to determine whether differences in model-implied relationships emerged across U.S.- (n = 185) and foreign-born (n = 107) participants. Consistent with this hypothesis, statistically significant differences in structural coefficients emerged across generational status. Limitations, future directions for research, and counseling implications are discussed.

Earth Exploration Toolbook Workshops: Helping Teachers and Students Analyze Web-based Scientific Data

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McAuliffe, C.; Ledley, T.; Dahlman, L.; Haddad, N.

2007-12-01

One of the challenges faced by Earth science teachers, particularly in K-12 settings, is that of connecting scientific research to classroom experiences. Helping teachers and students analyze Web-based scientific data is one way to bring scientific research to the classroom. The Earth Exploration Toolbook (EET) was developed as an online resource to accomplish precisely that. The EET consists of chapters containing step-by-step instructions for accessing Web-based scientific data and for using a software analysis tool to explore issues or concepts in science, technology, and mathematics. For example, in one EET chapter, users download Earthquake data from the USGS and bring it into a geographic information system (GIS), analyzing factors affecting the distribution of earthquakes. The goal of the EET Workshops project is to provide professional development that enables teachers to incorporate Web-based scientific data and analysis tools in ways that meet their curricular needs. In the EET Workshops project, Earth science teachers participate in a pair of workshops that are conducted in a combined teleconference and Web-conference format. In the first workshop, the EET Data Analysis Workshop, participants are introduced to the National Science Digital Library (NSDL) and the Digital Library for Earth System Education (DLESE). They also walk through an Earth Exploration Toolbook (EET) chapter and discuss ways to use Earth science datasets and tools with their students. In a follow-up second workshop, the EET Implementation Workshop, teachers share how they used these materials in the classroom by describing the projects and activities that they carried out with students. The EET Workshops project offers unique and effective professional development. Participants work at their own Internet-connected computers, and dial into a toll-free group teleconference for step-by-step facilitation and interaction. They also receive support via Elluminate, a Web

Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life

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Armstrong, Thomas

2012-01-01

By looking at the positive strengths of your students with special needs, you can help those students flourish, ensure their success, and align their instruction to Common Core State Standards. One of our most popular authors, Thomas Armstrong, shows you the steps you need to take to establish a more favorable, productive learning environment for…

Are diagrams always helpful tools? developmental and individual differences in the effect of presentation format on student problem solving.

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Booth, Julie L; Koedinger, Kenneth R

2012-09-01

High school and college students demonstrate a verbal, or textual, advantage whereby beginning algebra problems in story format are easier to solve than matched equations (Koedinger & Nathan, 2004). Adding diagrams to the stories may further facilitate solution (Hembree, 1992; Koedinger & Terao, 2002). However, diagrams may not be universally beneficial (Ainsworth, 2006; Larkin & Simon, 1987). To identify developmental and individual differences in the use of diagrams, story, and equation representations in problem solving. When do diagrams begin to aid problem-solving performance? Does the verbal advantage replicate for younger students? Three hundred and seventy-three students (121 sixth, 117 seventh, 135 eighth grade) from an ethnically diverse middle school in the American Midwest participated in Experiment 1. In Experiment 2, 84 sixth graders who had participated in Experiment 1 were followed up in seventh and eighth grades. In both experiments, students solved algebra problems in three matched presentation formats (equation, story, story + diagram). The textual advantage was replicated for all groups. While diagrams enhance performance of older and higher ability students, younger and lower-ability students do not benefit, and may even be hindered by a diagram's presence. The textual advantage is in place by sixth grade. Diagrams are not inherently helpful aids to student understanding and should be used cautiously in the middle school years, as students are developing competency for diagram comprehension during this time. ©2011 The British Psychological Society.

Helping Students Develop an Appreciation for School Content

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Pugh, Kevin J.; Phillips, Michael M.

2011-01-01

The topic of content appreciation (i.e., developing a broad valuing of curricular content) has not received the attention it deserves. In this article, the authors present Brophy's (2008a; 2008b) model of content appreciation in the context of a hypothetical case study of a teacher trying to foster content appreciation. In doing so, they…

Helping students revise disruptive experientially supported ideas about thermodynamics: Computer visualizations and tactile models

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Clark, Douglas; Jorde, Doris

2004-01-01

This study analyzes the impact of an integrated sensory model within a thermal equilibrium visualization. We hypothesized that this intervention would not only help students revise their disruptive experientially supported ideas about why objects feel hot or cold, but also increase their understanding of thermal equilibrium. The analysis synthesizes test data and interviews to measure the impact of this strategy. Results show that students in the experimental tactile group significantly outperform their control group counterparts on posttests and delayed posttests, not only on tactile explanations, but also on thermal equilibrium explanations. Interview transcripts of experimental and control group students corroborate these findings. Discussion addresses improving the tactile model as well as application of the strategy to other science topics. The discussion also considers possible incorporation of actual kinetic or thermal haptic feedback to reinforce the current audio and visual feedback of the visualization. This research builds on the conceptual change literature about the nature and role of students' experientially supported ideas as well as our understanding of curriculum and visualization design to support students in learning about thermodynamics, a science topic on which students perform poorly as shown by the National Assessment of Educational Progress (NAEP) and Third International Mathematics and Science Study (TIMSS) studies.

Helping students make meaning of authentic investigations: findings from a student–teacher–scientist partnership

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Dolan, Erin

2013-01-01

As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social, pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers played a critical role in ensuring students' access to this knowledge. The results have implications for managing the division of labor between scientists and teachers in partnership programs. PMID:23828722

Self-help and help-seeking for communication disability in Ghana: implications for the development of communication disability rehabilitation services.

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Wylie, Karen; McAllister, Lindy; Davidson, Bronwyn; Marshall, Julie; Amponsah, Clement; Bampoe, Josephine Ohenewa

2017-12-29

In low and middle-income countries, such as Ghana, communication disability is poorly recognised and rehabilitation services for people with communication disability are limited. As rehabilitation services for communication disability develop, and the profession of speech-language pathology grows, it is important to consider how services can most appropriately respond to the needs and preferences of the community. Understanding the ways in which people currently self-help and seek help for communication disability is central to developing services that build on existing local practices and are relevant to the community. A qualitative descriptive survey was used to explore likely self-help and help-seeking behaviours for communication disability, in Accra, Ghana. The survey required participants to describe responses to hypothetical scenarios related to communication disability. A mix of theoretical sampling and convenience sampling was used. Qualitative content analysis was used to analyse data and develop categories and subcategories of reported self-help behaviours and sources of help and advice for communication disability. One hundred and thirty-six participants completed the survey. Results indicated that community members would be likely to engage in a variety self-help strategies in response to communication disability. These included working directly with a person with a communication disability to attempt to remediate a communication impairment, altering physical and communication environments, changing attitudes or care practices, educating themselves about the communication disability, providing resources, and responding in spiritual ways. Participants indicated that they would seek help for communication disability across a range of sectors - including the Western healthcare, religious, and traditional sectors. Understanding existing community actions to self-help and help-seek may allow emerging communication rehabilitation services, including the

Developing Students' Mathematical Skills Involving Order of Operations

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Ali Rahman, Ernna Sukinnah; Shahrill, Masitah; Abbas, Nor Arifahwati; Tan, Abby

2017-01-01

This small-scale action research study examines the students' ability in using their mathematical skills when performing order of operations in numerical expressions. In this study, the "hierarchy-of-operators triangle" by Ameis (2011) was introduced as an alternative BODMAS approach to help students in gaining a better understanding…

In Accord with Nature: Helping Students Form an Environmental Ethic Using Outdoor Experience and Reflection.

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Knapp, Clifford E.

This book demonstrates how educators and youth leaders can help middle-school and older students understand and define their relationship with nature and learn the importance of protecting the environment. Chapter 1 defines environmental ethics and discusses biocentric and anthropocentric ways of seeing the world. Chapter 2 examines how ecology,…

A Preliminary Methodology, and a Cautionary Tale, for Determining How Students Seek Research Help Online

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Pellegrino, Catherine

2014-01-01

This article reports on a pilot study to examine undergraduate students' help-seeking behavior when undertaking library research in online courses. A novel methodology incorporating elements of ethnographic research resulted in a small, but rich and detailed, collection of qualitative data. The data suggest that the methodology has promise for…

Engaging the audience: developing presentation skills in science students.

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Stuart, Ann E

2013-01-01

This article describes a graduate class in presentation skills ("PClass") as a model for how a class with similar objectives, expectations and culture might be mounted for undergraduates. The required class is given for students in neuroscience and physiology programs at the University of North Carolina at Chapel Hill; I describe the class in the years I led it, from 2003-2012. The class structure centered on peer rehearsal, critiquing of PowerPoint, and chalk talks by the students; video-recording of student talks for later review by the student with the instructor; and presentation of polished talks in a formal setting. A different faculty visitor to the class each week gave the students a variety of perspectives. The students also gained insight into their own evolving skills by discussing the strengths and weaknesses of seminars given by visitors to the campus. A unique feature of the class was collaboration with a professional actor from the University's Department of Dramatic Arts, who helped the students develop techniques for keeping the attention of an audience, for speaking with confidence, and for controlling nervousness. The undergraduate campus would be expected to lend itself to this sort of interdisciplinary faculty cooperation. In addition, students worked on becoming adept at designing and presenting posters, introducing speakers graciously and taking charge of the speaker's question session, and speaking to a lay audience.

Evaluation of the Effectiveness of a Tablet Computer Application (App) in Helping Students with Visual Impairments Solve Mathematics Problems

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Beal, Carole R.; Rosenblum, L. Penny

2018-01-01

Introduction: The authors examined a tablet computer application (iPad app) for its effectiveness in helping students studying prealgebra to solve mathematical word problems. Methods: Forty-three visually impaired students (that is, those who are blind or have low vision) completed eight alternating mathematics units presented using their…

Development of reading comprehension with graphic organizers for students with dyslexia

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Jacqueline Lopez

2018-04-01

Full Text Available The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process of students with learning disabilities (dyslexia. This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension accordance  with the level of English of each student. The theoretical foundation is constructed by the contents previously defined in the problem; with specific bibliography for the scientific content. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures.

Counseling Model Application: A Student Career Development Guidance for Decision Maker and Consultation

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Irwan; Gustientiedina; Sunarti; Desnelita, Yenny

2017-12-01

The purpose of this study is to design a counseling model application for a decision-maker and consultation system. This application as an alternative guidance and individual career development for students, that include career knowledge, planning and alternative options from an expert tool based on knowledge and rule to provide the solutions on student’s career decisions. This research produces a counseling model application to obtain the important information about student career development and facilitating individual student’s development through the service form, to connect their plan with their career according to their talent, interest, ability, knowledge, personality and other supporting factors. This application model can be used as tool to get information faster and flexible for the student’s guidance and counseling. So, it can help students in doing selection and making decision that appropriate with their choice of works.

Development, Implementation, and Outcomes of an Equitable Computer Science After-School Program: Findings from Middle-School Students

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Mouza, Chrystalla; Marzocchi, Alison; Pan, Yi-Cheng; Pollock, Lori

2016-01-01

Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the…

Development and Implementation Costs of Student Learning Objectives: Considerations for TIF Grantees

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Fermanich, Mark; Carl, Brad; Finster, Matthew

2015-01-01

This brief explores the costs of developing and implementing Student Learning Objectives (SLOs) in order to help Teacher Incentive Fund (TIF) grantees interested in adopting SLOs anticipate and understand the costs of implementing them in a district or school. The brief focuses on the costs involved with the initial design and implementation of an…

Help-seeking behavior among Japanese school students who self-harm: results from a self-report survey of 18,104 adolescents

Directory of Open Access Journals (Sweden)

Furukawa TA

2012-11-01

Full Text Available Norio Watanabe,1,* Atsushi Nishida,2,* Shinji Shimodera,3 Ken Inoue,4 Norihito Oshima,5 Tsukasa Sasaki,6 Shimpei Inoue,3 Tatsuo Akechi,1 Toshi A Furukawa,7 Yuji Okazaki81Department of Psychiatry and Cognitive-Behavioral Medicine, Nagoya City University Graduate School of Medical Sciences, Nagoya, 2Department of Schizophrenia Research, Tokyo Institute of Psychiatry, Tokyo, 3Department of Neuropsychiatry, Kochi Medical School, Kochi, 4Department Public Health, Fujita Health University School of Medicine, Aichi, 5Office for Mental Health Support, Division for Counseling and Support, University of Tokyo, Tokyo, 6Health Service Center, University of Tokyo, Tokyo, 7Department of Cognitive-Behavioral Medicine, Kyoto University Graduate School of Medicine/School of Public Health, Kyoto, 8Department of Psychiatry, Tokyo Metropolitan Matsuzawa Hospital, Tokyo, Japan *These authors contributed equally to this workBackground: The aim of this study was to determine the prevalence of and factors associated with poor help-seeking among adolescents who self-harm and to explore the resources used for help.Methods: A cross-sectional survey using an anonymous questionnaire was conducted in 47 junior and 30 senior high schools in Japan. Adolescent self-harm was defined as an adolescent who had harmed himself or herself in the previous year, as in previous studies reported in Western countries. Poor help-seeking was defined as not consulting anyone despite reporting current psychological or somatic complaints. Information about sociodemographic and psychological factors possibly associated with help-seeking, such as suicidal thoughts, depression, anxiety, and psychotic-like experiences, was also collected. Regression analyses were performed to examine associated factors.Results: A total of 18,104 students (8620 aged 12–15 years, 9484 aged 15–18 years, accounting for 93% of all students in the relevant student classes, participated in the study. Two hundred and

Development of Nuclear Energy and Radiation Textbooks for Elementary School Students

International Nuclear Information System (INIS)

Han, E.; Choi, Y.; Yang, J.; Lee, S.

2015-01-01

The textbooks for elementary school students were developed to help future generations make value judgments based on appropriate information about nuclear energy and radiation. The themes and educational contents of the 13 lessons, to be delivered in one semester at elementary school level, were selected by the educational requirements of students, science teachers, and experts. The “Radiation and Life” textbook for elementary school students consists of the following chapters: – Chapter 1. What is nuclear energy and radiation?, – Chapter 2. Who discovered the nuclear energy and radiation?, – Chapter 3. Why is nuclear energy and radiation important?, – Chapter 4. Is nuclear energy and radiation dangerous?, – Chapter 5. Let’s learn about what to do when an accident occurs, – Chapter 6. How are nuclear energy and radiation used?, – Chapter 7. What is nuclear power generation?, – Chapter 8. Why is radiation used for food?, – Chapter 9. What is medical radiation?, – Chapter 10. What kind of irradiated products are in our daily lives?, – Chapter 11. What jobs are related to nuclear energy and radiation?, – Chapter 12. What are energies of future?, – Chapter 13. Concept of Talk-talk (a study review game). The general trend in recent educational curriculum development suppresses national education course organizations and authorities and expands the autonomy and authority of regions and schools. The derived textbook contents are expected to be helpful as first textbooks for the autonomous selection of education about nuclear energy and radiation for use in creative experiences developed at the school level. (author)

How Academic Libraries Help Faculty Teach and Students Learn: The 2005 Colorado Academic Library Impact Study. A Closer Look

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Dickenson, Don

2006-01-01

This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…

Connecting Practice, Theory and Method: Supporting Professional Doctoral Students in Developing Conceptual Frameworks

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Kumar, Swapna; Antonenko, Pavlo

2014-01-01

From an instrumental view, conceptual frameworks that are carefully assembled from existing literature in Educational Technology and related disciplines can help students structure all aspects of inquiry. In this article we detail how the development of a conceptual framework that connects theory, practice and method is scaffolded and facilitated…

Genetically modified food in perspective: an inquiry-based curriculum to help middle school students make sense of tradeoffs

Science.gov (United States)

Seethaler, Sherry; Linn, Marcia

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial ideas and those presented in the curriculum. Pre-test and post-test scores from 190 students show that students made significant (p genetically modified food controversy. Analyses of students' final papers, in which they took and defended a position on what type of agricultural practice should be used in their geographical region, showed that students were able to provide evidence both for and against their positions, but were less explicit about how they weighed these tradeoffs. These results provide important insights into students' thinking and have implications for curricular design.

Fundraising Strategies Developed by MBA students in Project-Based Learning Courses

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Joao Alberto Arantes do Amaral

2016-12-01

Full Text Available The ability to raise funds is a skill that most modern project managers need. While a good deal of literature exists on the strategies NGOs employ to raise funds for their operations, less attention has been paid to the strategies used by students involved in Project-Based Learning courses that often partner with NGOs. Fundraising is an important skill that not only provides students with opportunities for creativity, but also helps them develop the communication skills they will need in the work they do after they graduate.In this paper, we discuss the fundraising strategies developed by MBA students in 204 social projects completed between 2002 and 2014. The projects were done in partnership with 39 community partners in Sao Paulo, Brazil (NGOs and Public Institutions. In our study, we followed quantitative and qualitative research methods, analyzing data and documents from the projects’ databases. We identified six different fundraising strategies: organizing raffles, soliciting donations from private corporations, organizing paying events, utilizing online social networks developing crowdfunding, and soliciting individual donations.

How Advertising History Helps Explain Current Practices.

Science.gov (United States)

Lanfranco, Leonard W.

Students majoring in advertising can benefit from a study of that field in its historical context because such study helps them to understand current practices and to foresee future developments. One model of teaching advertising history within a required course about advertising and society begins with some basic definitions of the advertising…

Video Lecture Capture Technology Helps Students Study without Affecting Attendance in Large Microbiology Lecture Courses

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Jennifer Lynn McLean

2016-12-01

Full Text Available Recording lectures using video lecture capture software and making them available for students to watch anytime, from anywhere, has become a common practice in many universities across many disciplines. The software has become increasingly easy to use and is commonly provided and maintained by higher education institutions. Several studies have reported that students use lecture capture to enhance their learning and study for assessments, as well as to catch up on material they miss when they cannot attend class due to extenuating circumstances. Furthermore, students with disabilities and students from non-English Speaking Backgrounds (NESB may benefit from being able to watch the video lecture captures at their own pace. Yet, the effect of this technology on class attendance remains a controversial topic and largely unexplored in undergraduate microbiology education. Here, we show that when video lecture captures were available in our large enrollment general microbiology courses, attendance did not decrease. In fact, the majority of students reported that having the videos available did not encourage them to skip class, but rather they used them as a study tool. When we surveyed NESB students and nontraditional students about their attitudes toward this technology, they found it helpful for their learning and for keeping up with the material.

Help Students Prepare for High School Examinations

Science.gov (United States)

Lagares, Christopher; Connor, David J.

2009-01-01

Anxiety! Stress! Fear! Everyone lives in a time of escalating accountability in terms of state, district, and city-wide examinations that measure student growth in the acquisition of skills and content area knowledge. All students feel increased pressure to constantly demonstrate improved levels of academic performance. For students with cognitive…

Developing cultural intelligence: assessing the effect of the Ecotonos cultural simulation game for international business students

NARCIS (Netherlands)

Bücker, J.J.L.E.; Korzilius, H.P.L.M.

2015-01-01

In this study, we test the strength of a cross-cultural simulation game, Ecotonos, in the development of cultural intelligence (CQ) and self-efficacy amongst business students. Cross-cultural training is perceived as an important tool to help develop cross-cultural competence in international

Perfectionism and Marital Satisfaction among Graduate Students: A Multigroup Invariance Analysis by Counseling Help-seeking Attitudes

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Foo Fatt Mee

2017-06-01

Full Text Available This study aims to measure the latent mean difference in perfectionism and marital satisfaction by counseling help-seeking attitudes. The respondents were 327 married graduate students from a research university in Malaysia. An online self-administered questionnaire was used to collect the data. The respondents completed the Almost Perfect Scale- Revised, Dyadic Almost Perfect Scale, Marital Satisfaction Scale, and Attitudes toward Seeking Professional Psychology Help Scale. Confirmatory factor analysis was used to examined the instruments and the results indicated that construct validity were achieved. The latent mean difference in perfectionism and marital satisfaction by counseling help-seeking attitudes were tested using multigroup invariance analysis. The respondents with negative attitudes toward counseling help-seeking (n = 159 reported a higher latent mean in perfectionism but a lower latent mean in marital satisfaction compared to those with positive attitudes toward counseling help-seeking (n = 168. The implications of these findings for counseling services are discussed.

DEVELOPMENT AN INSTRUMENT TO MEASURE UNIVERSITY STUDENTS' ATTITUDE TOWARDS E-LEARNING

OpenAIRE

Vandana MEHRA; Faranak OMIDIAN

2012-01-01

The study of student’s attitude towards e-learning can in many ways help managers better prepare in light of e-learning for the future. This article describes the process of the development of an instrument to measure university students’ attitude towards e-learning. The scale was administered to 200 University students from two countries (India and Iran) .The 83-item attitude towards e-learning scale was developed on six domains as Perceived usefulness ; Intention to adopt e-learning; Ease o...

Family planning and development helping women world-wide.

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Mahler, H

1989-04-01

This article discusses the need for family planning (FP) as part of the development process, applauds its successes and rallies continued momentum of the FP movement. 500,000 women die each year from pregnancy- or labor-related conditions, and 10s of millions of women suffer pregnancy-related illnesses and impairments that undermine their social and economic productivity. Moreover, the 4 major factors that lead to high-risk pregnancies, namely, becoming pregnant before the age of 20, after the age of 35, after 4 or more pregnancies, and 2 years after an earlier pregnancy, all reveal the need for FP. These tragedies could be avoided by assuring better nutrition, primary health care for all, good antenatal attention and proper facilities and help in childbirth, access to good obstetric care in emergency situations, and universally available FP services. FP organizations must empower women with the knowledge of FP and the means to put it into practice. Developing countries, such as China, India, Indonesia, Thailand and Mexico, in addition to affluent industrialized countries have made strides in FP with the help of such organizations as the International Planned Parenthood Federation (IPPF). IPPF has helped to motivate large numbers of men and women to determine their ideal family size. It has provided the means for them to reach such goals and has ensured that acceptance of FP has been on a voluntary basis. IPPF has also advised and cajoled governments into becoming involved in FP. In the future, national strategies must produce the building blocks for better policies to help women become more responsible for their lives. The education of women will be vital to achieving this objective as well as other aspects of development.

Development and Factor Structure of the Helping Professional Wellness Discrepancy Scale

Science.gov (United States)

Blount, Ashley J.; Lambie, Glenn W.

2018-01-01

The authors present the development of the Helping Professional Wellness Discrepancy Scale (HPWDS). The purpose of this article is threefold: (a) present a rationale for the HPWDS; (b) review statistical analyses procedures used to develop the HPWDS; and (c) offer implications for counselors, other helping professionals, and future research.

Effects of help-seeking in a blended high school Biology class

Science.gov (United States)

Deguzman, Paolo

Distance learning provides an opportunity for students to learn valuable information through technology and interactive media. Distance learning additionally offers educational institutions the flexibility of synchronous and asynchronous instruction while increasing enrollment and lowering cost. However, distance education has not been well documented within the context of urban high schools. Distance learning may allow high school students to understand material at an individualized pace for either enrichment or remediation. A successful high school student who participates in distance learning should exhibit high self regulatory skills. However, most urban high school students have not been exposed to distance learning and should be introduced to proper self regulatory strategies that should increase the likelihood of understanding the material. To help facilitate a move into distance learning, a blended distance learning model, the combination of distance learning and traditional learning, will be used. According to O'Neil's (in preparation) revised problem solving model, self regulation is a component of problem solving. Within the Blended Biology course, urban high school students will be trained in help-seeking strategies to further their understanding of genetics and Punnett Square problem solving. This study investigated the effects of help-seeking in a blended high school Biology course. The main study consisted of a help-seeking group (n=55) and a control group (n=53). Both the help-seeking group and the control group were taught by one teacher for two weeks. The help-seeking group had access to Blended Biology with Help-Seeking while the control group only had access to Blended Biology. The main study used a pretest and posttest to measure Genetics Content Understanding, Punnett Square Problem Solving, Adaptive Help-Seeking, Maladaptive Help-Seeking, and Self Regulation. The analysis showed no significant difference in any of the measures in terms of

Challenge of Helping Introductory Physics Students Transfer Their Learning by Engaging with a Self-Paced Learning Tutorial

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Emily Megan Marshman

2018-03-01

Full Text Available With advances in digital technology, research-validated self-paced learning tools can play an increasingly important role in helping students with diverse backgrounds become good problem solvers and independent learners. Thus, it is important to ensure that all students engage with self-paced learning tools effectively in order to learn the content deeply, develop good problem-solving skills, and transfer their learning from one context to another. Here, we first provide an overview of a holistic framework for engaging students with self-paced learning tools so that they can transfer their learning to solve novel problems. The framework not only takes into account the features of the self-paced learning tools but also how those tools are implemented, the extent to which the tools take into account student characteristics, and whether factors related to students’ social environments are accounted for appropriately in the implementation of those tools. We then describe an investigation in which we interpret the findings using the framework. In this study, a research-validated self-paced physics tutorial was implemented in both controlled one-on-one interviews and in large enrollment, introductory calculus-based physics courses as a self-paced learning tool. We find that students who used the tutorial in a controlled one-on-one interview situation performed significantly better on transfer problems than those who used it as a self-paced learning tool in the large-scale implementation. The findings suggest that critically examining and taking into account how the self-paced tools are implemented and incentivized, student characteristics including their self-regulation and time-management skills, and social and environmental factors can greatly impact the extent and manner in which students engage with these learning tools. Getting buy in from students about the value of these tools and providing appropriate support while implementing them is

The Effect of Normative and Behavioral Persuasion on Help Seeking in Thai and American College Students

Science.gov (United States)

Christopher, Michael S.; Skillman, Gemma D.; Kirkhart, Matthew W.; D'Souza, June B.

2006-01-01

On the basis of previous research on self-construals, the theory of reasoned action, and persuasive communication, the authors hypothesized that individual, behavioral-focused information would be more effective in increasing help-seeking intention among college students in the United States, whereas relational, normative-focused information would…

Leadership Lessons: Helping Students Develop Essential Leadership and Communication Competencies through Social Media

Science.gov (United States)

Remund, David L.

2015-01-01

Instructors often use social media as an extra platform for sharing information and therefore extend the classroom beyond classroom walls. However, when more thoughtfully integrated in pedagogy and tied to specific desired learning outcomes, social media may help accomplish more: strong engagement and self-reported comprehension, aided by the…

Learning to Learn Online: Using Locus of Control to Help Students Become Successful Online Learners

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Lowes, Susan; Lin, Peiyi

2015-01-01

In this study, approximately 600 online high school students were asked to take Rotter's locus of control questionnaire and then reflect on the results, with the goal of helping them think about their ability to regulate their learning in this new environment. In addition, it was hoped that the results could provide a diagnostic for teachers who…

Nature-inspired design strategies in sustainable product development : A case study of student projects

NARCIS (Netherlands)

De Pauw, I.C.; Karana, E.; Kandachar, P.V.

2012-01-01

In design practice, Nature-Inspired Design Strategies (NIDS) can be applied when developing sustainable products. However, knowledge on how this actually helps designers is lacking. This study explores the effects of applying Cradle to Cradle and Biomimicry in student projects, as compared to using

Science Outside the Lab: Helping Graduate Students in Science and Engineering Understand the Complexities of Science Policy.

Science.gov (United States)

Bernstein, Michael J; Reifschneider, Kiera; Bennett, Ira; Wetmore, Jameson M

2017-06-01

Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. "Science Outside the Lab" is a program designed to help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre-post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes.

Helping Struggling Students in Introductory Biology: A Peer-Tutoring Approach That Improves Performance, Perception, and Retention

Science.gov (United States)

Batz, Zachary; Olsen, Brian J.; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K.

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. PMID:25976652

Developing of health perception and psychosocial skills in disadventaged students: a school based interventional study from Canakkale

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Sibel Cevizci

2015-02-01

CONCLUSION: Students with disadvantages gained physical, psychological and social skills (being interactive; sharing, communicating, enterprising features of leadership and social supporting as well as the development of health perception. Two students, who successfully completed these training activities in our study group, were chosen to the project camp. One of these two students, who successfully completed the activities in the project camp and past the final exam was accepted by science trip in the United Kingdom. In conclusion, professional group trainings at early ages may be helpful for developing characteristics of health perception, psychosocial skills, enterprising in disadvantaged students [TAF Prev Med Bull 2015; 14(1.000: 39-48

Exploring Clinical Rotation Competence Improvements after Interpersonal Skills Development in At-Risk Medical Students

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Sri Linuwih Menaldi

2014-12-01

Full Text Available AbstractPrior to admission, medical students were subject to psychological tests to measure their logical thinking skills and personality, hence predicting their ability to complete their studies. The results showed 56,45% of medical students obtained recommendation category 4 (doubtful and 5 (not recommended, two categories which are considered to be at-risk group with a very small probability of completing their studies. These results predicted that students in the mentioned groups will have difficulties in achieving the clinical competence level required by the Indonesian Doctors’ Competency Standard (IDCS. The aim of the study was to investigate clinical competency achievement by at-risk medical students in the third year, after following interpersonal skills development training program on July 2011. This research used qualitative study design through psychological examination, written self-reflection and in-depth interview after the training. Interpersonal skills development training for at-risk medical students gave positive effects to theircharacter development for the helping profession. It was concluded that interpersonal skills training could help improve medical student’s achievement of clinical competence especially for at-risk group in their clinical rotations stage.Keywords: medical students, at-risk group, interpersonal skills, clinical competence AbstrakPada mahasiswa kedokteran yang baru masuk dilakukan pemeriksaan psikologis untuk memperoleh gambaran penalaran dan kepribadian untuk memprediksi kemampuan mahasiswa dalam menyelesaikan pendidikan. Berdasarkan pemeriksaan tersebut diperoleh 56,45% mahasiswa dengan hasil uji psikometrik kategori rekomendasi 4 (diragukan dan 5 (tidak disarankan yang disebut sebagai kelompok at-risk. Kelompok at risk memiliki peluang keberhasilan rendah untuk menyelesaikan pendidikan dan akan mengalami kesulitan mencapai kompetensi klinik sesuai Standar Kompetensi Dokter Indonesia. Tujuan

Help Seeking in Online Collaborative Groupwork: A Multilevel Analysis

Science.gov (United States)

Du, Jianxia; Xu, Jianzhong; Fan, Xitao

2015-01-01

This study examined predictive models for students' help seeking in the context of online collaborative groupwork. Results from multilevel analysis revealed that most of the variance in help seeking was at the individual student level, and multiple variables at the individual level were predictive of help-seeking behaviour. Help seeking was…

Using seismology to raise science awareness in kindergarten and elementary levels, with the help of high school students

Science.gov (United States)

Rocha, F. L.; Silveira, G. M.; Moreira, G.; Afonso, I. P.; Maciel, B. A. P. C.; Melo, M. O.; Neto, R. P.; Gonçalves, M.; Marques, G.; Hartmann, R. P.

2014-12-01

Teaching students, aged from 4 up to 18 years old, is a challenging task. It continuously implies new strategies and new subjects adapted to all of them. This is even more evident, when we have to teach natural-hazards scientific aspects and safe attitudes toward risk. We often see that most of the high-school students (16 -18 years old) are not motivated for extra-curricular activities implying science and/or behaviours changes. But, they have a very positive response when we give them some responsibility. On top of that, we also realised that young children are quite receptive to the involvement of older students in the school environment Taking this into consideration, our project use the k12 students to prepare scientific activities and subjects, based in questions, which they need to answer themselves. The students need to answer those questions and, only then, adapt and teach the right answers to the different school-levels. With this approach, we challenged the students to solve three questions: How to use a SEP seismometer at school, and its data? How to set up a shaking table? How to introduce waves and vibrations contents to all ages of students? During the project they developed many science skills, and worked in straight cooperation with teachers, the parents association and the seismology research group at Instituto Dom Luíz. As a result, it was possible to reach all school students with the help of the k-12 ones. This is an outcome of the project W-Shake, a Parents-in-Science Initiative to promote the study of seismology and related subjects. This project, supported by the Portuguese "Ciência Viva" program, results from a direct cooperation between the parents association, science school-teachers and the seismology research group at Instituto Dom Luíz.

Developing a Study Orientation Questionnaire in Mathematics for primary school students.

Science.gov (United States)

Maree, Jacobus G; Van der Walt, Martha S; Ellis, Suria M

2009-04-01

The Study Orientation Questionnaire in Mathematics (Primary) is being developed as a diagnostic measure for South African teachers and counsellors to help primary school students improve their orientation towards the study of mathematics. In this study, participants were primary school students in the North-West Province of South Africa. During the standardisation in 2007, 1,013 students (538 boys: M age = 12.61; SD = 1.53; 555 girls: M age = 11.98; SD = 1.35; 10 missing values) were assessed. Factor analysis yielded three factors. Analysis also showed satisfactory reliability coefficients and item-factor correlations. Step-wise linear regression indicated that three factors (Mathematics anxiety, Study attitude in mathematics, and Study habits in mathematics) contributed significantly (R2 = .194) to predicting achievement in mathematics as measured by the Basic Mathematics Questionnaire (Primary).

Exploring the MACH Model’s Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms

Science.gov (United States)

Trujillo, Caleb M.; Anderson, Trevor R.; Pelaez, Nancy J.

2016-01-01

When undergraduate biology students learn to explain biological mechanisms, they face many challenges and may overestimate their understanding of living systems. Previously, we developed the MACH model of four components used by expert biologists to explain mechanisms: Methods, Analogies, Context, and How. This study explores the implementation of the model in an undergraduate biology classroom as an educational tool to address some of the known challenges. To find out how well students’ written explanations represent components of the MACH model before and after they were taught about it and why students think the MACH model was useful, we conducted an exploratory multiple case study with four interview participants. We characterize how two students explained biological mechanisms before and after a teaching intervention that used the MACH components. Inductive analysis of written explanations and interviews showed that MACH acted as an effective metacognitive tool for all four students by helping them to monitor their understanding, communicate explanations, and identify explanatory gaps. Further research, though, is needed to more fully substantiate the general usefulness of MACH for promoting students’ metacognition about their understanding of biological mechanisms. PMID:27252295

Beyond Culture: Helping International Students Avoid Plagiarism

OpenAIRE

Soni Adhikari

2017-01-01

With the rapid increase in the number of international students from different academic backgrounds around the world, college and university teachers in the West find it harder to understand the many and complex reasons when these students plagiarize or use sources ineffectively. Reviewing relevant literature, I first make a pedagogical analysis of student plagiarism then show why teachers should shift focus from traditional views about cultural difference toward a multidimensional understand...

Development of Interactive Media for ICT Learning at Elementary School Based on Student Self Learning

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Sri Huning Anwariningsih

2013-05-01

Full Text Available The implementation of information and comunication technology (ICT curriculum at elementary school is the educational sector development. ICT subject is a practical subject which require a direct practice to make easier in the student understanding. Therefore, a teacher is demanded to make a learning media which helps the student to understand the material of study. This research is aimed at describing the model of ICT study in elementary school and using of learning media. Moreover, the description can be bocome one of the basic from the development of interactive study model base on student self learning. Besides, the arraging of this study model is hoped to make habitual and self learning.

Development of reading comprehension with graphic organizers for students with dyslexia

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MSc. Jacqueline López

2018-02-01

Full Text Available The executed research will permit the creation and design of a handbook with easy-to-read stories that would increase their receptive abilities in a foreign language in the learning process to students with learning disabilities (dyslexia. This academic work has also the aim of analyzing the impact of graphic organizers in the development of reading comprehension according to the level of English of each student. Statistical analyses of information were taken into consideration. These analyses determined the importance of the implementation of a handbook that would include a short and a long text, vocabulary in context, strategies to improve reading skills, and unit assessments to evaluate the knowledge of students in each unit. This will let the students to develop multiple skills with the guidance of the teacher. This innovative material has as a main target to help the learner to decode phonemes and to identify structures of the story through charts and pictures. The theoretical foundation is constructed by the contents related to the variables defined in the problem; with specific bibliography according to the dimensions and indicators obtained from the matrix of operationalization of variables

Exploring the Effects of Web-Mediated Computational Thinking on Developing Students' Computing Skills in a Ubiquitous Learning Environment

Science.gov (United States)

Tsai, Chia-Wen; Shen, Pei-Di; Tsai, Meng-Chuan; Chen, Wen-Yu

2017-01-01

Much application software education in Taiwan can hardly be regarded as practical. The researchers in this study provided a flexible means of ubiquitous learning (u-learning) with a mobile app for students to access the learning material. In addition, the authors also adopted computational thinking (CT) to help students develop practical computing…

Using Focus Groups to Develop a Nutrition Education Video for High School Students.

Science.gov (United States)

James, Delores C. S.; Rienzo, Barbara A.; Frazee, Carol

1997-01-01

Study used focus group interviews with ninth graders to help develop a nutrition education video and teacher's guide for Florida high schools. Students believed a video would be successful, expressed interest in 10 nutrition topics, recommended using teen actors with varying body types, and suggested no more than three or four topics per video.…

Careers and Networking: Professional Development for Graduate Students and Post-docs

Science.gov (United States)

Jungbluth, S.; Boiteau, R.; Bottjer, D.; De Leo, F. C.; Hawko, N.; Ilikchyan, I.; Bruno, B. C.

2013-12-01

Established in 2006 by the National Science Foundation, the Center for Microbial Oceanography: Research and Education (C-MORE) is a multi-institutional Science and Technology Center based at the University of Hawai i. One of C-MORE's missions is to provide graduate students and post-docs with state-of-the-art training, which primarily occurs through laboratory- and field-based research. Additionally, C-MORE offers a Professional Development Training Program (PDTP) to help students and post-docs develop a range of "soft" skills such as science communication, leadership, proposal writing, teaching and mentoring (Bruno et al, 2013). The PDTP not only provides professional development training to graduate students and post-docs, but also encourages these young scientists to take leadership of their training. The Professional Development Organizing Committee (PDOC), composed of students and post-docs across the various C-MORE institutions, works closely with the Education Office to implement the eight core PDTP modules as well as 'on-demand' workshops. In February 2013, we organized a workshop to promote networking and foster scientific collaborations among C-MORE graduate students and post-doctoral researchers at the seven partner institutions: the University of Hawaii, Massachusetts Institute of Technology, Woods Hole Oceanographic Institution, Oregon State University, University of California Santa Cruz, Monterey Bay Aquarium Research Institute and Columbia University. The workshop was held in New Orleans in conjunction with the 2013 ASLO/ Ocean Sciences national meeting. In this paper, we will describe the student-led planning process, the workshop itself, and evaluation results. We will also present examples of some of the collaborations that resulted from this workshop.

Reconsidering Asian American Student Development

Science.gov (United States)

Kodama, Corinne M.; Maramba, Dina C.

2017-01-01

This chapter addresses the applicability of student development theories in light of empirical research on Asian American college students through a twofold approach: (a) revisiting the relevance of Kodama, McEwen, Liang, and Lee's (2001, 2002) theoretical work on Asian American student development; and (b) using Jones' and Stewart's (2016)…

Self-help initiatives and rural development in Ibesikpo community of ...

African Journals Online (AJOL)

This study investigates the impact of self-help initiatives on rural development in Ibesikpo community of Akwa Ibom State, Nigeria. Self help initiatives were defined in terms of provision of employment, education and health-care. A sample size of 369 rural dwellers was drawn and data were analyzed using simple regression ...

Development and validation of a questionnaire for evaluation of students' attitudes towards family medicine.

Science.gov (United States)

Šter, Marija Petek; Švab, Igor; Klemenc-Ketiš, Zalika; Kersnik, Janko

2015-03-01

The development of the EURACT (European Academy of Teachers in General Practice) Educational Agenda helped many family medicine departments in development of clerkship and the aims and objectives of family medicine teaching. Our aims were to develop and validate a tool for assessment of students' attitudes towards family medicine and to evaluate the impact of the clerkship on students' attitudes regarding the competences of family doctor. In the pilot study, experienced family doctors were asked to describe their attitudes towards family medicine by using the Educational Agenda as a template for brainstorming. The statements were paraphrased and developed into a 164-items questionnaire, which was administered to 176 final-year students in academic year 2007/08. The third phase consisted of development of a final tool using statistical analysis, which resulted in the 60-items questionnaire in six domains which was used for the evaluation of students' attitudes. At the beginning of the clerkship, person-centred care and holistic approach scored lower than the other competences. Students' attitudes regarding the competences at the end of 7 weeks clerkship in family medicine were more positive, with exception of the competence regarding primary care management. The students who named family medicine as his or her future career choice, found holistic approach as more important than the students who did not name it as their future career. With the decision tree, which included students' attitudes to the competences of family medicine, we can successfully predict the future career choice in family medicine in 93.5% of the students. This study reports on the first attempt to develop a valid and reliable tool for measuring attitudes towards family medicine based on EURACT Educational Agenda. The questionnaire could be used for evaluating changes of students' attitudes in undergraduate curricula and for prediction of students' preferences regarding their future professional

An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

Science.gov (United States)

Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

What factors help or hinder the achievement of low SES students? An international comparison using TIMSS 2011 8th grade science data

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Bruner, Justin L.

Focusing on science from a cross-country perspective, this study explores the relationship between 8th grade science achievement and student, teacher, and school characteristics. More specifically, this study will pay special attention to low socio-economic status (SES) students and seek to understand why some disadvantaged students are able to have higher than expected achievement in science given their SES while other disadvantaged students are not able to achieve beyond what would be expected given their background. This study will explore the multi-level relationship between the characteristics of students, their teachers, their schools, and student achievement in science. While looking at students in classrooms and in schools, this work will create as precise as possible a measure of student SES by drawing on recommendations of an expert panel commissioned by the National Association of Educational Progress (NAEP) study. The study uses the most recent cycle (2011) of the Trends in International Math and Science Study (TIMSS), to strategically select a six-country sample from the 45 participating countries. This six-country sample was selected by using the country level achievement and the standard deviation of that achievement. This will create a sample that has a range of equality in achievement and strength in achievement. This allows for making comparisons both across and within countries to better understand variations in the factors of student performance, especially for disadvantaged students. This paper builds on the existing research around socio-economic status (SES) and achievement by exploring in more detail the conditions in schools and classrooms around the world that might magnify or reduce the effect of SES on student achievement. The analysis looks at these questions: "What conditions help low SES students achieve higher than what would be expected given their SES?" and "What conditions hinder low SES students to achieve at or below what would

Having Students Create Short Video Clips to Help Transition from Naïve Conceptions about Mechanics to True Newtonian Physics

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Corten-Gualtieri, Pascale; Ritter, Christian; Plumat, Jim; Keunings, Roland; Lebrun, Marcel; Raucent, Benoit

2016-01-01

Most students enter their first university physics course with a system of beliefs and intuitions which are often inconsistent with the Newtonian frame of reference. This article presents an experiment of collaborative learning aiming at helping first-year students in an engineering programme to transition from their naïve intuition about dynamics…

The development and nature of problem-solving among first-semester calculus students

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Dawkins, Paul Christian; Mendoza Epperson, James A.

2014-08-01

-solving performance, we observe that current instruction requires ongoing refinement to help students develop multi-register fluency and the ability to model quantitatively, as is called for in current US standards for mathematical instruction.

MENTAL HEALTH AND UNIVERSITY STUDENTS: SURVEY

OpenAIRE

Woodgate, Roberta

2014-01-01

We want to learn from university students about your experiences and perspectives on mental health and well-being in the context of being a student. Your input can help us develop evidence-based intervention programs that can help address the mental health needs of students. This survey should take 15-20 minutes to complete.

Psychological Help-Seeking Attitudes and Barriers to Help-Seeking in Young People in Turkey

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Koydemir, Selda; Erel, Ozge; Yumurtaci, Duygu; Sahin, Gozde Nur

2010-01-01

This qualitative research sought to understand the needs of Turkish university students related to adjustment to university, the sources they seek help from, their attitudes about and barriers to psychological help-seeking. Data analysis of interview transcriptions from 15 undergraduates identified several themes. Interpersonal problems,…

Development of Interactive Media for ICT Learning at Elementary School Based on Student Self Learning

OpenAIRE

Sri Huning Anwariningsih; Sri Ernawati

2013-01-01

The implementation of information and comunication technology (ICT) curriculum at elementary school is the educational sector development. ICT subject is a practical subject which require a direct practice to make easier in the student understanding. Therefore, a teacher is demanded to make a learning media which helps the student to understand the material of study. This research is aimed at describing the model of ICT study in elementary school and using of learning media. Moreover, the des...

Helping Educators Grow: Strategies and Practices for Leadership Development

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Drago-Severson, Eleanor

2012-01-01

How can we prepare practicing and aspiring education leaders for the complex, adaptive challenges they face? In "Helping Educators Grow," Eleanor Drago-Severson presents a new approach to leadership development. Too often, she argues, we teach leadership development the same way we teach world history: just the facts. Instead, we need to…

Examining Elementary Students' Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

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Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-05-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students' group writings; interviews with six target students and the teacher; and the researcher's field notes. The results revealed five salient trends in students' development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other's arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students' writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students' development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.

Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity

Directory of Open Access Journals (Sweden)

Ching Chang

2014-03-01

Full Text Available The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2. The study investigated how college students in the online video-SDG activity enhanced the use of listening strategies by developing metacognitive listening skills. With emphasis on the metacognitive instructional process, students could promote their listening comprehension of advertisement videos (AVs. Forty-eight students were recruited to participate in the study. Through data collected from the online learning platform, questionnaires, a focus-group interview, and pre- and post- achievement tests, the results revealed that the online video-SDG learning activity could effectively engage students in reflecting upon their perceptions of specific problems countered, listening strategy usages, and strategic knowledge exploited in the metacognitive instructional process. The importance of employing cost-effective online video-SGD learning activities is worthy of consideration in developing students’ metacognitive listening knowledge for enhancing EFL listening strategy instruction.

A Program Based on Maslow's Hierarchy Helps Students in Trouble

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Yates, Mary Ruth; Saunders, Ron; Watkins, J. Foster

1980-01-01

The article discusses the development of an "alternative school" in an urban school system for students having trouble in the regular secondary setting. The program was based upon "Maslow's Hierarchy of Needs" and is described in detail. The initial assessment of the program produced very positive results.

Helping Education Students Understand Learning through Designing

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Ronen-Fuhrmann, Tamar; Kali, Yael; Hoadley, Christopher

2008-01-01

This article describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: "Analyzing technologies," in which students study state-of- the-art technologies and interview their designers; "design studio," in…

Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems.

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Herrmann-Abell, Cari F; Koppal, Mary; Roseman, Jo Ellen

2016-01-01

Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre- and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit's promise in improving students' understanding of the targeted ideas. © 2016 C. F. Herrmann-Abell et al. 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).

Developing seventh grade students' systems thinking skills in the context of the human circulatory system.

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Raved, Lena; Yarden, Anat

2014-01-01

Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students' systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students' systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students' systems thinking components and examine possible changes in the students' knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students' ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems' components and its processes within a framework of relationships, namely the students' systems thinking skills were improved in the course of learning using the teaching and learning materials.

What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis

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Jennifer K. Knight

2013-08-01

Full Text Available Undergraduate students in genetics and developmental biology courses often struggle with the concept of epistasis because they are unaware that the logic of gene interactions differs between enzymatic pathways and signaling pathways. If students try to develop and memorize a single simple rule for predicting epistatic relationships without taking into account the nature of the pathway under consideration, they can become confused by cases where the rule does not apply. To remedy this problem, we developed a short pre-/posttest, an in-class activity for small groups, and a series of clicker questions about recessive epistasis in the context of a signaling pathway that intersects with an enzymatic pathway. We also developed a series of homework problems that provide deliberate practice in applying concepts in epistasis to different pathways and experimental situations. Students show significant improvement from pretest to posttest, and perform well on homework and exam questions following this activity. Here we describe these materials, as well as the formative and summative assessment results from one group of students to show how the activities impact student learning.

Beyond Culture: Helping International Students Avoid Plagiarism

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Adhikari, Soni

2018-01-01

With the rapid increase in the number of international students from different academic backgrounds around the world, college and university teachers in the West find it harder to understand the many and complex reasons when these students plagiarize or use sources ineffectively. Reviewing relevant literature, I first make a pedagogical analysis…

Helping Students-Connect Functions and Their Representations

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Moore-Russo, Deborah; Golzy, John B.

2005-01-01

The description about the changed instruction to encourage student exploration of the graphical and then the algebraic representations of functions is presented, which enables the students to understand how the graph, equation, and table of a function are related. The activity addresses both the Learning Principle and the Connection standard and…

Case-based learning in endocrine physiology: an approach toward self-directed learning and the development of soft skills in medical students.

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Gade, Shubhada; Chari, Suresh

2013-12-01

The Medical Council of India, in the recent Vision 2015 document, recommended curricular reforms for undergraduates. Case-based learning (CBL) is one method where students are motivated toward self-directed learning and to develop analytic and problem-solving skills. An overview of thyroid physiology was given in a didactic lecture. A paper-based case scenario of multinodular goiter was given to phase I Bachelor of Medicine, Bachelor of Surgery students in two sessions. An attitude survey of the students and teachers was done using a Likert scale ranging from strongly disagrees to strongly agree. A pretest and posttest were conducted. The students opined that CBL helped them to better their understanding of a particular topic, gave them better retention of knowledge, helped them to relate clinical conditions to basic sciences, improved soft skills such as communication skills and group dynamics, and promoted a better teacher-student relationship. There was significant improvement in student's performance when pre- and posttest scores were compared (P = 0.018). Furthermore, faculty members opined that CBL promoted self-study and problem-solving abilities of the students. In conclusion, CBL motivates students toward self-directed learning and to develop analytic and problem-solving skills; thus, CBL could be beneficial for students' entry into clinical departments and, finally, in managing patients.

Enhancing medical students' reflectivity in mentoring groups for professional development - a qualitative analysis.

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Lutz, Gabriele; Pankoke, Nina; Goldblatt, Hadass; Hofmann, Marzellus; Zupanic, Michaela

2017-07-14

Professional competence is important in delivering high quality patient care, and it can be enhanced by reflection and reflective discourse e.g. in mentoring groups. However, students are often reluctant though to engage in this discourse. A group mentoring program involving all preclinical students as well as faculty members and co-mentoring clinical students was initiated at Witten-Herdecke University. This study explores both the attitudes of those students towards such a program and factors that might hinder or enhance how students engage in reflective discourse. A qualitative design was applied using semi-structured focus group interviews with preclinical students and semi-structured individual interviews with mentors and co-mentors. The interview data were analyzed using thematic content analysis. Students' attitudes towards reflective discourse on professional challenges were diverse. Some students valued the new program and named positive outcomes regarding several features of professional development. Enriching experiences were described. Others expressed aversive attitudes. Three reasons for these were given: unclear goals and benefits, interpersonal problems within the groups hindering development and intrapersonal issues such as insecurity and traditional views of medical education. Participants mentioned several program setup factors that could enhance how students engage in such groups: explaining the program thoroughly, setting expectations and integrating the reflective discourse in a meaningful way into the curriculum, obliging participation without coercion, developing a sense of security, trust and interest in each other within the groups, randomizing group composition and facilitating group moderators as positive peer and faculty role models and as learning group members. A well-designed and empathetic setup of group mentoring programs can help raise openness towards engaging in meaningful reflective discourse. Reflection on and communication of

Developing a successful marketing plan for HELP JSC

OpenAIRE

Nguyen, Ke Tuong

2010-01-01

Health care has become an extremely important issue during the economic development. Vietnamese rapid population growth has made the service sector become overloaded. Majority of people are absorbed at work and neither do take care of their health nor do have a proper health care programme. HELP, a health care service company, has discovered general ideas of its services: brings health, joy and happiness to people. It is no later than now to develop a marketing plan, which can enhance the bu...

STRUCTURE OF READINESS OF MEDICAL COLLEGE STUDENTS FOR PROFESSIONAL SELF-DEVELOPMENT

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Кирило Соцький

2014-04-01

Full Text Available The article reflects the analysis of the existing approaches to interpretation of the notion of selfdevelopment in psychological and pedagogical literature. It has been determined, that professional and personal self-development is carried out with the help of mechanisms of self-knowledge, self-organization, self-education, self-esteem, self-control. The research also presents the clarified essence and structure of the readiness of medical college students for professional self-development. Value, motivational, cognitive, operating, and volitional components have been singled out. Factors and stages of intending medical employees’ selfdevelopment have been substantiated in the article.

DEVELOPMENT AN INSTRUMENT TO MEASURE UNIVERSITY STUDENTS' ATTITUDE TOWARDS E-LEARNING

Directory of Open Access Journals (Sweden)

Vandana MEHRA

2012-01-01

Full Text Available The study of student’s attitude towards e-learning can in many ways help managers better prepare in light of e-learning for the future. This article describes the process of the development of an instrument to measure university students’ attitude towards e-learning. The scale was administered to 200 University students from two countries (India and Iran .The 83-item attitude towards e-learning scale was developed on six domains as Perceived usefulness ; Intention to adopt e-learning; Ease of e-learning use; Technical and pedagogical support; E-learning stressors ; Pressure to use e-learning.

Exploring Work Values: Helping Students Articulate Their Good (Work) Life

Science.gov (United States)

Carlstrom, Aaron H.; Hughey, Kenneth F.

2014-01-01

The current article builds on "Living the Good (Work) Life: Implications of General Values for Work Values" (Carlstrom, 2011) by presenting ways to address work values in career advising. The following questions are addressed in the current article: When should students explore work values in career advising? What career development and…

An Expert System Helps Students Learn Database Design

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Post, Gerald V.; Whisenand, Thomas G.

2005-01-01

Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web-based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances…

Some Scholarship Students Need Help, Too: Implementation and Assessment of a Scholarship Retention Program

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Martindale, Amy L.; Hammons, James O.

2013-01-01

Students with merit-based scholarships and strong high school GPAs typically have high retention rates. Yet, many high ability students did not need to study in high school, and never developed effective academic skills. Such students may expect to excel in college with the same limited effort. Unfortunately, institutions may unintentionally…

Teachers' Support in Using Computers for Developing Students' Listening and Speaking Skills in Pre-Sessional English Courses

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Zou, Bin

2013-01-01

Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL…

Pizza and Pasta Help Students Learn Metabolism

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Passos, Renato M.; Se, Alexandre B.; Wolff, Vanessa L.; Nobrega, Yanna K. M.; Hermes-Lima, Marcelo

2006-01-01

In this article, we report on an experiment designed to improve the learning of metabolic biochemistry by nutrition and medical undergraduate students. Twelve students participated in a monitored lunch and had their blood extracted for analysis: (1) before lunch; (2) 30 min after lunch; and (3) 3 h after lunch. The subjects were divided in two…

Using teaching resources to help students develop team and project skills pays off, both in terms of employability and shorter study time

DEFF Research Database (Denmark)

Jensen, Lars Peter

Since Aalborg University in Denmark was started in 1974 it has been using a special educational model, where Problem Based Learning is the turning point. Each semester the students on the Engineering Educations form groups of approximately 6 persons, which uses half of the study time within...... of the university many students had difficulties with practical issues such as collaboration, communication, and project management. An important aspect of the basic part of the education (first year), has therefore been the development of a course where the students gets tools and tricks for good communication...... report documenting the results of their project, but also an analysis of the working process getting there. Since year 1998 the teachers giving the CLP course have focused very much on these process analyses and as they are a part of the examination the students also have focused more on how they work...

Using teaching resources to help students develop team and project skills pays off, both in terms of employability and shorter study time

DEFF Research Database (Denmark)

Jensen, Lars Peter

2005-01-01

Since Aalborg University in Denmark was started in 1974 it has been using a special educational model, where Problem Based Learning is the turning point. Each semester the students on the Engineering Educations form groups of approximately 6 persons, which uses half of the study time within...... of the university many students had difficulties with practical issues such as collaboration, communication, and project management. An important aspect of the basic part of the education (first year), has therefore been the development of a course where the students gets tools and tricks for good communication...... report documenting the results of their project, but also an analysis of the working process getting there. Since year 1998 the teachers giving the CLP course have focused very much on these process analyses and as they are a part of the examination the students also have focused more on how they work...

Students teaching students: evaluation of a "near-peer" teaching experience.

Science.gov (United States)

Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Student Development and Developmental Studies.

Science.gov (United States)

Champaigne, John

1982-01-01

Reviews the nine-stage Perry Scheme of Intellectual and Ethical Development, detailing three major student orientations--dualism, multiplicity, and commitments in relativism. Suggests techniques developmental educators can use to communicate with, support, and challenge students to promote intellectual development. Underscores the importance of…

How Psychological Resources Mediate and Perceived Social Support Moderates the Relationship between Depressive Symptoms and Help-Seeking Intentions in College Students

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Kenny, Rachel; Dooley, Barbara; Fitzgerald, Amanda

2016-01-01

There is a high prevalence of depression among college students, which is linked to lower levels of help-seeking intentions. However, there has been a lack of research examining variables that may help explain this relationship. The present study aimed to address this gap by examining whether psychological resources (optimism and self-esteem)…

Colleges Scramble to Help Students Find New Lenders

Science.gov (United States)

Supiano, Beckie

2008-01-01

Recent turbulence in the student-loan business has colleges scrambling to find new loan providers. Financial-aid offices at affected colleges are working hard to get the word out to students. Changes in the loan market have hit community colleges particularly hard because their students tend to have smaller loans and higher default rates than…

Counseling Centers Lack Resources to Help Troubled Students

Science.gov (United States)

Farrell, Elizabeth F.

2008-01-01

The fatal shootings at Northern Illinois University this month were shocking yet familiar. For the second time in 10 months, a student with a record of mental-health problems went on a killing spree at a large public university. Ever since a disturbed student fatally shot 32 students and professors at Virginia Tech last April, college…

Role of Educational Guidance in Career Development of Students at ...

African Journals Online (AJOL)

The place of government in helping schools to prepare young people for the situation after school, and the responsibilities of teachers, counsellors, social workers, and parents in helping students to cultivate a high degree of self understanding, in encouraging them in career planning and awareness, and in decision making ...

Developing critical thinking skills from clinical assignments: a pilot study on nursing students' self-reported perceptions.

Science.gov (United States)

Marchigiano, Gail; Eduljee, Nina; Harvey, Kimberly

2011-01-01

Clinical assignments in nursing education provide opportunities for students to develop thinking skills vital to the effective delivery of patient care. The purpose of the present study was to examine students' perceived levels of confidence for using thinking skills when completing two types of clinical assignments. Clinical educators and managers are challenged to develop teaching and learning strategies that help students think critically and reflectively and transfer these skills into sound nursing practice. This study is based on the theoretical framework of critical thinking within the nursing process framework. Undergraduate nursing students (n=51) completed surveys indicating their confidence in using seven thinking skills for nursing care. Students indicated significantly more confidence when implementing the journal format as compared with the care plan format when analysing information, determining relevance, making connections, selecting appropriate information, applying relevant knowledge and evaluating outcomes. The findings of the present study propose a new approach for enhancing students' thinking skills. Journaling is an effective strategy for enhancing students' thinking skills. Nursing managers are in key organisational positions for supporting and promoting the use of the journal format and building supportive and collaborative learning environments for students to develop thinking skills for managing patient care. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Dynamics of personal development on healthy students

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I.E. Kramida

2013-04-01

Full Text Available The aim is to study the effectiveness of different physical training for the relatively healthy students. The study involved 1004 students. The directions of development of the students' positive personal qualities. Found that the positive development of personality of students observed mostly on the first and third year than in the second. Could not find significant differences between the growth estimates of development of personality traits of students in classes in the sample program and the program specializations. Found that the rate of development of students' personality traits minor: the average growth estimates for core positive personal qualities for 3 years does not exceed 10% of the maximum possible level. Recommended in the classroom more emphasis on developing positive personality traits. It is shown that special attention should be paid to the development of emotional stability of students and their tolerance towards other people.

Peer-Led Team Learning Helps Minority Students Succeed.

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Snyder, Julia J; Sloane, Jeremy D; Dunk, Ryan D P; Wiles, Jason R

2016-03-01

Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

Developing student awareness:

DEFF Research Database (Denmark)

Bagger, Bettan; Taylor Kelly, Hélène; Hørdam, Britta

Danish academic regulations emphasize a dynamic theory- practice relation in the nursing education. The nursing program is based upon the close collaboration and development of the scholastic and clinical spheres. Attempts to improve patient safety emphasize the critical role that the systematic...... reporting of clinical errors can play. This is not only a national but also an international priority as millions of patients worldwide suffer injury or death due to unsafe care. A project in co-operation with clinical practice and University College Sealand’s research and development department attempts...... to optimize the theory-practice connection while developing students’ competencies with respect to the reporting of clinical errors. Quantitative data from the involved students and clinical advisors is collected in order to measure the effect of the intervention. Student knowledge, awareness and experiences...

Supporting student skill development in undergraduate research experiences through the development of a self-reflection guide

Science.gov (United States)

Hubenthal, M.; Brudzinski, M.

2016-12-01

There has been an increased emphasis on documenting the benefits of participating in undergraduate research opportunities (URO) and developing an understanding of the factors that influence these benefits. While tools to effectively measure the behavior, attitude, skills, interest, and/or knowledge (BASIK) that result from UROs have matured, little focus has been placed on developing practical tools and strategies to support students and mentors as they work to develop the BASIK being measured. Viewed through the lens of constructivism, a URO can be examined as a cognitive apprenticeship (CA) where learning occurs through several key methods: modeling, coaching, scaffolding, articulation, reflection, and exploration. In a study of UROs as CA, Feldman et al., (2013) found reflection to be one of the least commonly initiated methods employed by interns and mentors, and concluded, "there is need for professors to be more proactive in helping their students gain intellectual proficiency". This work, in its pilot stages, seeks to address this gap through the development of an intern self-reflection guide and implementation plan to further increase students' skill development. The guide is being developed based on IRIS's existing self-reflection tool. However, it has recently been revised to bring its constructs and items into better alignment with those of the Undergraduate Research Student Self-Assessment (URSSA) tool. The URSSA was selected because it is designed to measure skills and has recently undergone a validation study. In addition, it serves as the basis for the development of a new tool, the NSF Biology REU CORE. The revised self-reflection guide and protocol were piloted this summer in IRIS Summer REU program. The alignment between the constructs of the URSSA and the self-reflection guide will be presented along with findings from the 2016 program evaluation. Future development of the intervention will include a validation of the items on the self

Student Leadership Development within Student Government at Snow College

Science.gov (United States)

Wilson, Gordon Ned

2010-01-01

The purpose of this study was to describe the leadership development process of former student leaders at Snow College. More specifically, the study focused on understanding how, when, and where leadership development took place in their "lived experience" within the student government at Snow College (Van Manen, 1998). Examining the lived…

Using Computer-Based Artificial Intelligence Technology to Help ESL Students.

Science.gov (United States)

Adams, Dennis M.

This paper discusses ways in which artificial intelligence (AI) technologies may be used to aid students for whom English is a second language in the development of language and reading skills, and asserts that the coupling of technology with close adult-teacher contacts within a context of cultural precedents and social rewards is an important…

[Students assessment of teaching method used in the module "Help thesis writing": intended for interns at the Armed Forces Hospitals and held at the Army Center for Epidemiology and Public Health, Marseilles].

Science.gov (United States)

Kasouati, Jalal; Velut, Guillaume; Deparis, Xavier; Touloune, Farida

2016-01-01

Educational assessment focuses on training institutions, programs, teachers or students. It may be predictive, summative or formative. Assessment of teaching by students (ATS) is one of the assessment tools included in the last category. Assessing teaching of the first part of the "Help thesis writing" training course. This is a cross-sectional study classified under the "ATS" agreement and focused on the "Help thesis writing" module provided to 27 participants preparing their end-of-study at CESPA. Participant representativeness was 100%. F/M sex ratio was 2, the average age was 25.5 years +/- 2.7 years, the respondents were mainly students serving as interns in general medicine. Over 85% of students said he had received no prior training in the treated areas. The participants had expectations that roughly met the objectives of the training. Apart from teaching rhythm which was deemed unsuitable by more than half of participants, 80% of participants were satisfied with the other aspects evaluated and 95.8% of them were planning to attend the second part of training. All the participants judged the training as helpful to significantly improve their knowledge and were certain it might have a positive impact on their research projects. Our study aimed to develop teacher-student complicity in order to achieve a common goal: "IMPROVING THE FORMATION".

Help Me Please!: Designing and Developing Application for Emergencies

Science.gov (United States)

Hong, Ng Ken; Hafit, Hanayanti; Wahid, Norfaradilla; Kasim, Shahreen; Yusof, Munirah Mohd

2017-08-01

Help Me Please! Application is an android platform emergency button application that is designed to transmit emergency messages to target receivers with real time information. The purpose of developing this application is to help people to notify any emergency circumstances via Short Message Service (SMS) in android platform. The application will receive the current location from Global Positioning System (GPS), will obtain the current time from the mobile device and send this information to the receivers when user presses the emergency button. Simultaneously, the application will keep sending the emergency alerts to receivers and will update to database based on the time interval set by user until user stop the function. Object-oriented Software Development model is employed to guide the development of this application with the knowledge of Java language and Android Studio. In conclusion, this application plays an important role in rescuing process when emergency circumstances happen. The rescue process will become more effective by notifying the emergency circumstances and send the current location of user to others in the early hours.

Latest Developments of the Isprs Student Consortium

Science.gov (United States)

Detchev, I.; Kanjir, U.; Reyes, S. R.; Miyazaki, H.; Aktas, A. F.

2016-06-01

The International Society for Photogrammetry and Remote Sensing (ISPRS) Student Consortium (SC) is a network for young professionals studying or working within the fields of photogrammetry, remote sensing, Geographical Information Systems (GIS), and other related geo-spatial sciences. The main goal of the network is to provide means for information exchange for its young members and thus help promote and integrate youth into the ISPRS. Over the past four years the Student Consortium has successfully continued to fulfil its mission in both formal and informal ways. The formal means of communication of the SC are its website, newsletter, e-mail announcements and summer schools, while its informal ones are multiple social media outlets and various social activities during student related events. The newsletter is published every three to four months and provides both technical and experiential content relevant for the young people in the ISPRS. The SC has been in charge or at least has helped with organizing one or more summer schools every year. The organization's e-mail list has over 1,100 subscribers, its website hosts over 1,300 members from 100 countries across the entire globe, and its public Facebook group currently has over 4,500 joined visitors, who connect among one another and share information relevant for their professional careers. These numbers show that the Student Consortium has grown into a significant online-united community. The paper will present the organization's on-going and past activities for the last four years, its current priorities and a strategic plan and aspirations for the future four-year period.

Using data to help increase STEM retention rates for at-risk students; Student expectations and skill building

Science.gov (United States)

Reed, D. E.; Jones, G.; Heaney, A.

2013-12-01

Retention in the STEM fields is often a focus for higher education due to a shortage of trained workforce members. In particular, much effort has been spent on first year retention rates and introductory level courses under the assumption that students are more likely to drop out of STEM majors early in their higher education degree progress. While the retention rates of women, minorities, and low income students have been a priority by both the National Science Foundation and the private sector, we are interested in at-risk first year students for this study. The University of Wyoming Synergy Program's goal is to promote academic success and retention for underprepared and at-risk students by creating a series of first semester curricula as theme-based college transition skills courses that are paired with English courses. This creates a cohort group of courses for the students with increased communication between instructors at the same time allowing greater development of student social networks. In this study we are highlighting the results of the STEM students as compared with other at-risk participants in the program. The Synergy Program enrolls approximately 144 students each year with pre- and post-course surveys that directly measure which college skills students select as important as well as student expectations of the amount of time required for STEM courses. Follow-up surveys track the same queries for students who persist to their junior and senior year. In addition, instructors complete a summative survey about skills they find important to student success and individual student's challenges and successes with a variety of skills. Our results show a large gap in skills between those identified as important by students and those identified by their instructors. Expectations for the amount of time required to complete work for STEM courses and the reported time spent on course work are not constant when progressing throughout college. This analysis

Business as Usual? Not for These Middle-Grades Students

Science.gov (United States)

Crawford, Heather; Wiest, Lynda

2011-01-01

A perpetual dilemma of schooling is how to help students develop skills needed for everyday life, including the work world. Quantitative literacy, also called numeracy, involves an ability to apply essential mathematics skills to authentic or near-authentic tasks. Carefully planned classroom activities can help students develop these important…

The Feasibility, Acceptability, and Efficacy of Delivering Internet-Based Self-Help and Guided Self-Help Interventions for Generalized Anxiety Disorder to Indian University Students: Design of a Randomized Controlled Trial.

Science.gov (United States)

Kanuri, Nitya; Newman, Michelle G; Ruzek, Josef I; Kuhn, Eric; Manjula, M; Jones, Megan; Thomas, Neil; Abbott, Jo-Anne M; Sharma, Smita; Taylor, C Barr

2015-12-11

Generalized anxiety disorder (GAD) is one of the most common mental disorders among university students; however, many students go untreated due to treatment costs, stigma concerns, and limited access to trained mental health professionals. These barriers are heightened in universities in India, where there are scant mental health care services and severe stigma surrounding help seeking. To evaluate the feasibility, acceptability, and efficacy of Internet-based, or "online," cognitive behavioral therapy (CBT)-based unguided and guided self-help interventions (using the programs GAD Online and Lantern, respectively) to reduce GAD symptoms in students with clinical and subthreshold GAD and, ultimately, reduce the prevalence and incidence of GAD among the student population. Students will be recruited via 3 colleges in Hyderabad, India, and referred for a campus-wide online screening. Self-report data will be collected entirely online. A total of 300 qualifying students will be randomized in a 1:1:1 ratio to receive GAD Online, Lantern, or to be in a wait-list control condition, stratified by clinical and subthreshold GAD symptomatology. Students will complete a postintervention assessment after 3 months and a follow-up assessment 6 months later, at which point students in the wait-list control condition will receive one of the programs. The primary outcome is GAD symptom severity at 3 months postintervention. Secondary outcomes include GAD caseness at 9 months, other anxiety and depression symptoms, self-efficacy, and functional measures (eg, sleep, social functioning) at 3 and 9 months, respectively. Primary analyses will be differences between each of the intervention groups and the wait-list control group, analyzed on an intention-to-treat (ITT) basis using mixed-design ANOVA. The study commenced in February 2015. The sample was recruited over a 3-week period at each college. The trial is expected to end in December 2015. This trial will be the first to evaluate

Crossing a Broad Gray Line to Help Children

Science.gov (United States)

Allen, Megan M.

2015-01-01

Helping students with mental health issues sometimes presents teachers with the dilemma of following the letter of school rules or doing what is best for the child. One teacher tells her story of crossing such lines, but only in service to children. She also outlines what teachers can and should do to help students who need mental health services.

Leadership development for dental students: what do students think?

Science.gov (United States)

Victoroff, Kristin Z; Schneider, Keith; Perry, Crystal

2008-09-01

Effective leaders are needed to move the dental profession forward, building on past accomplishments, meeting new challenges, and leading innovation and change. There is a lack of research findings regarding students' perceptions of the importance of leadership abilities and/or their interest in developing leadership skills during their dental school experience. The purpose of this study was to explore dental students' perceptions related to leadership development. A forty-seven-question, self-administered, paper and pencil survey was administered to all students enrolled in the D.M.D. program at one Midwestern dental school. The response rate was 83 percent (225/272). The majority of students agreed that it is important for dentists to have leadership skills and that leadership skills can be learned. Most reported that they expect to assume a leadership role in their dental practices (97 percent), to participate in volunteerism in dentistry (85 percent), and to participate in non-dentistry-related leadership roles in the community (72 percent). Over one-third (37 percent) anticipate participating in leadership roles in dental associations, 28 percent in academic dentistry, and 14 percent in military dentistry. Approximately two-thirds of respondents agreed (42 percent) or strongly agreed (24 percent) that they would be interested in participating in a leadership development program if one were offered at their school. Students reported interest in improving their confidence, assertiveness, ability to communicate effectively (including public speaking), ability to listen to others, organizational skills, and ability to influence others. The results of this study suggest that many dental students are interested in developing leadership skills. Insights from this study can inform the design of leadership development programs.

Visualizing Volume to Help Students Understand the Disk Method on Calculus Integral Course

Science.gov (United States)

Tasman, F.; Ahmad, D.

2018-04-01

Many research shown that students have difficulty in understanding the concepts of integral calculus. Therefore this research is interested in designing a classroom activity integrated with design research method to assist students in understanding the integrals concept especially in calculating the volume of rotary objects using disc method. In order to support student development in understanding integral concepts, this research tries to use realistic mathematical approach by integrating geogebra software. First year university student who takes a calculus course (approximately 30 people) was chosen to implement the classroom activity that has been designed. The results of retrospective analysis show that visualizing volume of rotary objects using geogebra software can assist the student in understanding the disc method as one way of calculating the volume of a rotary object.

A Digital Ethnography of Medical Students who Use Twitter for Professional Development.

Science.gov (United States)

Chretien, Katherine C; Tuck, Matthew G; Simon, Michael; Singh, Lisa O; Kind, Terry

2015-11-01

While researchers have studied negative professional consequences of medical trainee social media use, little is known about how medical students informally use social media for education and career development. This knowledge may help future and current physicians succeed in the digital age. We aimed to explore how and why medical students use Twitter for professional development. This was a digital ethnography. Medical student "superusers" of Twitter participated in the study The postings ("tweets") of 31 medical student superusers were observed for 8 months (May-December 2013), and structured field notes recorded. Through purposive sampling, individual key informant interviews were conducted to explore Twitter use and values until thematic saturation was reached (ten students). Three faculty key informant interviews were also conducted. Ego network and subnetwork analysis of student key informants was performed. Qualitative analysis included inductive coding of field notes and interviews, triangulation of data, and analytic memos in an iterative process. Twitter served as a professional tool that supplemented the traditional medical school experience. Superusers approached their use of Twitter with purpose and were mindful of online professionalism as well as of being good Twitter citizens. Their tweets reflected a mix of personal and professional content. Student key informants had a high number of followers. The subnetwork of key informants was well-connected, showing evidence of a social network versus information network. Twitter provided value in two major domains: access and voice. Students gained access to information, to experts, to a variety of perspectives including patient and public perspectives, and to communities of support. They also gained a platform for advocacy, control of their digital footprint, and a sense of equalization within the medical hierarchy. Twitter can serve as a professional tool that supplements traditional education. Students

Smoke-Free Universities Help Students Avoid Establishing Smoking by Means of Facilitating Quitting

Directory of Open Access Journals (Sweden)

Tatiana I Andreeva

2015-12-01

Full Text Available Background: This study aimed to clarify whether smoke-free policies affect the initiation or the quit­ting of smoking among young adults. Methods: In this natural quasi-experiment study, three universities with different enforcement of smoke-free policies were considered in Kazan City, Russian Federation. Exposure data were collected in 2008-2009 through measurement of particulate matter concentrations in typical sets of premises in each university to distinguish smoke-free universities (SFU and those not smoke-free (NSFU. All present third year students were surveyed in class in April-June 2011. Number of valid questionnaires equaled 635. The questionnaire was adapted from the Health Professions Students Survey and con­tained questions on smoking initiation, current tobacco use, willingness to quit, quit attempts, percep­tion of smoke-free policies enforcement, and the demographic data. Results: Among students of SFU, the percentage of current smokers was smaller than in NSFU: 42% vs. 64% in men and 32% vs. 43% in women. Prevalence of daily smoking was 11-12% in SFU, 26% in NSFU overall and 42% among male students. No advantage of SFU in limiting smoking initiation was found. Percentage of former smokers in SFU was 33% vs. 10% in NSFU. Among current smokers, 57% expressed willingness to quit in SFU and only 28% in NSFU. About 60% of current smokers in SFU attempted to quit within a year and only 36% did so in NSFU with 23% vs. 3% having done three or more attempts. Conclusion: Smoke-free universities help young adults to avoid establishing regular smoking by means of facilitating quitting smoking.

E-learning benefits nurse education and helps shape students' professional identity

OpenAIRE

McKenzie, Karen; Murray, Aja

2010-01-01

E-learning is increasingly used in nurse education and practice development. This method can enhance learning opportunities for students and qualified nurses. This article examines the features of this technology and the ways in which it can be harnessed to maximise learning opportunities.

E-learning benefits nurse education and helps shape students' professional identity.

Science.gov (United States)

McKenzie, Karen; Murray, Aja

E-learning is increasingly used in nurse education and practice development. This method can enhance learning opportunities for students and qualified nurses. This article examines the features of this technology and the ways in which it can be harnessed to maximise learning opportunities.

Worlds Apart? International Students, Source-Based Writing, and Faculty Development Across the Curriculum

OpenAIRE

Murphy, Greer Alison

2016-01-01

This study examined how English as a Second Language (ESL) and Writing program faculty at a professional liberal arts college partnered with faculty across the curriculum to help international students learn to write from sources and avoid unintentional plagiarism. Eight participants joined a series of action research professional development workshops. In these workshops, faculty focused on defining plagiarism in both academic and professional settings, designing culturally inclusive assignm...

Development and Application of Diagnostic Test to Identify Students' Misconceptions of Quantum Physics

International Nuclear Information System (INIS)

Halim, A.A.; Meerah, T.S.; Lilia Halim

2009-01-01

A study on students' misconceptions on quantum physics is rarely being done, because the target audience is quite small. It is important to understand quantum physics concepts correctly especially for science students. This study was under taken to help students identify their misconceptions at the early stage. The aim of this study is to develop a diagnostic test which can access the students' misconceptions, and use the findings for the benefits of quantum physics courses. A multiple-choice Quantum Physics Diagnostic Test (QPDT), that involves concepts of light, atomic model, particle-wave dualism, wave function, and potential energy, was administered to 200 university students. The results shows that many students use the classical concepts to describe the quantum phenomenon. For example students describe light only as a wave, an electron only as a particle, and that the atomic structure is parallel to the solar system. To overcome these problems, it is suggested that lecturers spend more time in explaining the basic definitions and using analogies in quantum physics teaching. (author)

Materialism, empathy and willingness to help as correlates of university and faculty selection

Directory of Open Access Journals (Sweden)

Sabina Kołodziej

2016-09-01

Full Text Available The article presents results of two studies on the issue of individual characteristics as factors related to the choice of the type of university or faculty. The study 1 is focused on the level of materialism as well as the definition of a life success formulated by private and state university students. The study 2 analyses the propensity to help other people and the level of empathy among pedagogics and business students. Studies were conducted with DSM (Górnik-Durose, 2002 scale measuring materialism and designed life- success questionnaire (study 1 or IRI scale developed by Davis (1980 measuring the level of empathy (study 2. The sample amounted to 92 respondents in both studies. Results show that private university students are characterized by a higher level of materialism than public university students. Students from private university, in comparison with state university students, also score higher success in life of a person with higher income. According to the results of study 2, students of pedagogics declare higher willingness to help than business students and are characterized as experiencing more positive feelings for other people who are in a difficult situation

Top Textbooks on Reserve: Creating, Promoting, and Assessing a Program to Help Meet Students' Need for Affordable Textbooks

Science.gov (United States)

Thompson, Hilary H.; Cotton, Jennifer E. M.

2017-01-01

In Fall 2014 the University of Maryland Libraries launched a textbook reserves program to help relieve the burden of high textbook costs on students. Although its initial performance was lackluster, workflow refinements and expanded promotion greatly improved usage, resulting in a tenfold increase in circulation and expansion of the program. This…

Student Responses Toward Student Worksheets Based on Discovery Learning for Students with Intrapersonal and Interpersonal Intelligence

Science.gov (United States)

Yerizon, Y.; Putra, A. A.; Subhan, M.

2018-04-01

Students have a low mathematical ability because they are used to learning to hear the teacher's explanation. For that students are given activities to sharpen his ability in math. One way to do that is to create discovery learning based work sheet. The development of this worksheet took into account specific student learning styles including in schools that have classified students based on multiple intelligences. The dominant learning styles in the classroom were intrapersonal and interpersonal. The purpose of this study was to discover students’ responses to the mathematics work sheets of the junior high school with a discovery learning approach suitable for students with Intrapersonal and Interpersonal Intelligence. This tool was developed using a development model adapted from the Plomp model. The development process of this tools consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. From the results of the research, it is found that students have good response to the resulting work sheet. The worksheet was understood well by students and its helps student in understanding the concept learned.

Cross-national comparison of Middle Eastern university students: help-seeking behaviors, attitudes toward helping professionals, and cultural beliefs about mental health problems.

Science.gov (United States)

Al-Krenawi, Alean; Graham, John R; Al-Bedah, Eman A; Kadri, Hafni Mahmud; Sehwail, Mahmud A

2009-02-01

This study is the first to use identical data collection processes and instruments in Egypt, Kuwait, Palestine, and Israeli Arab communities regarding help-seeking behaviors and attitudes towards perceived cultural beliefs about mental health problems. Data is based on a survey sample of 716, undergraduate students in the 4 countries, 61% female and 39% male. Results indicate that respondents within the various countries, based on nationality, gender and level of education, vary in terms of recognition of personal need, beliefs about mental health problems (i.e. stigmatization), and the use of traditional healing methods versus modern approaches to psychiatric therapy. The conclusion discusses differences between our respondents' expectations and prevailing mental health service provision and delivery.

Undergraduate students' development of social, cultural, and human capital in a networked research experience

Science.gov (United States)

Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.

2016-12-01

think and work like a scientist—a scientific habitus. They reported developing human capital in the forms of technical, analytical, and communication skills in scientific research. Most of the students had little, direct interaction with network members in other research groups and thus developed little cross-institutional capital. The exception to this trend was at one institution that housed three research groups. Because proximity facilitated shared activities, students across research groups at this institution developed cross-lab ties with faculty and peers through which they developed social, cultural, and human capital. An important long-term concern is whether the capital students have developed will help them access opportunities in science beyond the network. At this point, many undergraduates have had limited opportunities to actually draw on capital beyond the network. Nevertheless, a number of students demonstrated awareness that they had developed resources that they could use in other scientific contexts.

Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program.

Science.gov (United States)

Bates, Lucy S W; Warman, Sheena; Pither, Zoe; Baillie, Sarah

Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

Development of Nuclear Energy and Radiation Textbooks for Middle School Students

Energy Technology Data Exchange (ETDEWEB)

Kim, JaeRok; Lee, SeungKoo; Choi, YoonSeok; Hahm, YoungKyu; Lee, JiEun; Han, EunOk [Korea Academy of Nuclear Safety, Seoul (Korea, Republic of)

2015-05-15

Although the need for raising the ability to judge the media critically is increasing, no one can escape the influence of media in our information-based society. It is very difficult for the average individual to make proper value judgments in a social environment where incorrect or difficult to understand information about nuclear power and radiation is disseminated through the media. For this reason, there are many issues surrounding the use of radiation and nuclear power in South Korea. Therefore, relevant education must be provided to ensure social acceptance and appropriate judgments of the values and risks of nuclear energy and radiation, which are important for future generations. Taking the circumstances of the present time and the situation of information receivers, this study aimed to develop textbooks about nuclear energy and radiation targeting middle school students - the leaders of the next generation. developed to help future generations make value judgments based on appropriate information about nuclear energy and radiation. The themes and educational contents of the 13 lessons, to be delivered in one semester at middle school, were selected by the educational requirements of students, science teachers, and experts. The middle school students desired information that could be viewed from various perspectives, such as atomic bombs. The general trend in recent educational curriculum development suppresses national education course organizations and authorities and expands the autonomy and authority of regions and schools.

Development of Nuclear Energy and Radiation Textbooks for Middle School Students

International Nuclear Information System (INIS)

Kim, JaeRok; Lee, SeungKoo; Choi, YoonSeok; Hahm, YoungKyu; Lee, JiEun; Han, EunOk

2015-01-01

Although the need for raising the ability to judge the media critically is increasing, no one can escape the influence of media in our information-based society. It is very difficult for the average individual to make proper value judgments in a social environment where incorrect or difficult to understand information about nuclear power and radiation is disseminated through the media. For this reason, there are many issues surrounding the use of radiation and nuclear power in South Korea. Therefore, relevant education must be provided to ensure social acceptance and appropriate judgments of the values and risks of nuclear energy and radiation, which are important for future generations. Taking the circumstances of the present time and the situation of information receivers, this study aimed to develop textbooks about nuclear energy and radiation targeting middle school students - the leaders of the next generation. developed to help future generations make value judgments based on appropriate information about nuclear energy and radiation. The themes and educational contents of the 13 lessons, to be delivered in one semester at middle school, were selected by the educational requirements of students, science teachers, and experts. The middle school students desired information that could be viewed from various perspectives, such as atomic bombs. The general trend in recent educational curriculum development suppresses national education course organizations and authorities and expands the autonomy and authority of regions and schools

Development of biology student worksheets to facilitate science process skills of student

Science.gov (United States)

Rahayu, Y. S.; Pratiwi, R.; Indana, S.

2018-01-01

This research aims to describe development of Biology student worksheets to facilitate science process skills of student, at the same time to facilitate thinking skills of students in senior high school are equipped with Assesment Sheets. The worksheets development refers to cycle which includes phase analysis (analysis), planning (planning), design (design), development (development), implementation (implementation), evaluation and revision (evaluation and revision). Phase evaluation and revision is an ongoing activity conducted in each phase of the development cycle. That is, after the evaluation of the results of these activities and make revisions at any phase, then continue to the next phase. Based on the test results for grade X, XI, and XII in St. Agnes Surabaya high school, obtained some important findings. The findings are as follows. (1) Developed biology student worksheets could be used to facilitate thinking ability of students in particular skills integrated process that includes components to formulate the problem, formulate hypotheses, determine the study variables, formulate an operational definition of variables, determine the steps in the research, planning data tables, organizing Data in the form of tables/charts, drawing conclusions, (2) Developed biology student worksheets could also facilitate the development of social interaction of students such as working together, listening/respect the opinions of others, assembling equipment and materials, discuss and share information and facilitate the upgrading of skills hands-on student activity. (3) Developed biology worksheets basically could be implemented with the guidance of the teacher step by step, especially for students who have never used a similar worksheet. Guidance at the beginning of this need, especially for worksheets that require special skills or understanding of specific concepts as a prerequisite, such as using a microscope, determine the heart rate, understand the mechanism of

NASA Ames DEVELOP Interns: Helping the Western United States Manage Natural Resources One Project at a Time

Science.gov (United States)

Justice, Erin; Newcomer, Michelle

2010-01-01

The western half of the United States is made up of a number of diverse ecosystems ranging from arid desert to coastal wetlands and rugged forests. Every summer for the past 7 years students ranging from high school to graduate level gather at NASA Ames Research Center (ARC) as part of the DEVELOP Internship Program. Under the guidance of Jay Skiles [Ames Research Center (ARC) - Ames DEVELOP Manager] and Cindy Schmidt [ARC/San Jose State University Ames DEVELOP Coordinator] they work as a team on projects exploring topics including: invasive species, carbon flux, wetland restoration, air quality monitoring, storm visualizations, and forest fires. The study areas for these projects have been in Washington, Utah, Oregon, Nevada, Hawaii, Alaska and California. Interns combine data from NASA and partner satellites with models and in situ measurements to complete prototype projects demonstrating how NASA data and resources can help communities tackle their Earth Science related problems.

Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.

Science.gov (United States)

Batz, Zachary; Olsen, Brian J; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly "leaky" point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. © 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The NASA eClips 4D Program: Impacts from the First Year Quasi-Experimental Study on Video Development and Viewing on Students.

Science.gov (United States)

Davey, B.; Davis, H. B.; Harper-Neely, J.; Bowers, S.

2017-12-01

NASA eClips™ is a multi-media educational program providing educational resources relevant to the formal K-12 classroom. Science content for the NASA eClips™ 4D elements is drawn from all four divisions of the Science Mission Directorate (SMD) as well as cross-divisional topics. The suite of elements fulfills the following SMD education objectives: Enable STEM education, Improve U.S. scientific literacy, Advance national education goals (CoSTEM), and Leverage efforts through partnerships. A component of eClips™ was the development of NASA Spotlite videos (student developed videos designed to increase student literacy and address misconceptions of other students) by digital media students. While developing the Sptolite videos, the students gained skills in teamwork, working in groups to accomplish a task, and how to convey specific concepts in a video. The teachers felt the video project was a good fit for their courses and enhanced what the students were already learning. Teachers also reported that the students learned knowledge and skills that would help them in future careers including how to gain a better understanding of a project and the importance of being knowledgeable about the topic. The student developed eClips videos were then used as part of interactive lessons to help other students learn about key science concepts. As part of our research, we established a quasi-experimental design where one group of students received the intervention including the Spotlite videos (intervention group) and one group did not receive the intervention (comparison group). An overall comparison of post scores between intervention group and comparison group students showed intervention groups had significantly higher scores in three of the four content areas - Ozone, Clouds, and Phase Change.

Writing Helpful Feedback: The Influence of Feedback Type on Students' Perceptions and Writing Performance

Directory of Open Access Journals (Sweden)

Alyssa Taylor

2011-12-01

Full Text Available Written feedback on students’ assignments is a common method that instructors and teaching assistants use to inform students about their performance or guide revisions. Despite its frequency of use, written feedback often lacks sufficient detail to be beneficial to students, and additional empirical research should examine its effectiveness as a teaching tool. The current study examined the effectiveness of two different types of feedback, developed and undeveloped, in terms of its influence on students’ subsequent writing performance and students’ perceptions of the feedback. Results demonstrated that the type of feedback significantly affected students’ perceptions, with developed feedback related to higher ratings of fairness and helpfulness; however, this feedback did not have a significant positive effect on students’ written performance.Les commentaires écrits sur les travaux sont une méthode courante utilisée par les enseignants et les aides-enseignants pour renseigner les étudiants sur leurs performances ou pour orienter les révisions. Malgré leur fréquence, il arrive souvent que les commentaires écrits ne soient pas assez détaillés pour être profitables aux étudiants. De plus amples recherches empiriques devraient se pencher sur l’efficacité de cet outil d'enseignement. La présente étude porte sur l'efficacité de différents types de commentaires élaborés et sous-élaborés; sur leur influence sur la performance écrite subséquente des étudiants et sur la perception de ces derniers à propos des commentaires. Les résultats démontrent que le type de commentaires influe significativement sur la perception des étudiants, les commentaires élaborés entraînant des évaluations supérieures en ce qui a trait à l’impartialité et à l'utilité; cependant, ces commentaires n'ont pas d'effets positifs importants sur la performance écrite des étudiants.

Teaching Abnormal Psychology to Improve Attitudes toward Mental Illness and Help-Seeking

Science.gov (United States)

Kendra, Matthew S.; Cattaneo, Lauren B.; Mohr, Jonathan J.

2012-01-01

Abnormal psychology instructors often use traditional and personal methods to educate students about and improve student attitudes toward mental illness and professional help-seeking. Data from abnormal psychology students (N = 190) were used to determine if and how students' attitudes toward mental illness and professional help-seeking attitudes…

A Decade of Counseling Services in One College of Veterinary Medicine: Veterinary Medical Students' Psychological Distress and Help-Seeking Trends.

Science.gov (United States)

Drake, Adryanna A S; Hafen, McArthur; Rush, Bonnie R

Much has been discussed about the high prevalence of psychological distress among veterinary medical students. Studies investigating general samples of veterinary medical students indicate that, on average, depression and anxiety symptoms are present at higher rates than in comparison samples. However, little is known about veterinary medical students who seek counseling. This study intends to expand the literature on veterinary student well-being, as the first to examine a sample of veterinary medical students seeking counseling services. It offers an overview of student distress and help-seeking trends from a decade of counseling services provided in one College of Veterinary Medicine (CVM) in the US. The sample includes data from 279 participants. Results indicate a steady increase in students seeking counseling over the last decade. First-year students sought services at higher rates but second-year students experienced the greatest distress when compared to other cohorts. Students seeking counseling services experienced levels of overall distress, symptoms of anxiety and depression, and social role concerns that were, on average, above cut-off scores. Physical health was significantly associated with student distress, suggesting opportunities for intervention.

Obscuring Power Structures in the Physics Classroom: Linking Teacher Positioning, Student Engagement, and Physics Identity Development

Science.gov (United States)

Hazari, Zahra; Cass, Cheryl; Beattie, Carrie

2015-01-01

In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we…

An investigation of difficulties experienced by students developing unified modelling language (UML) class and sequence diagrams

Science.gov (United States)

Sien, Ven Yu

2011-12-01

Object-oriented analysis and design (OOAD) is not an easy subject to learn. There are many challenges confronting students when studying OOAD. Students have particular difficulty abstracting real-world problems within the context of OOAD. They are unable to effectively build object-oriented (OO) models from the problem domain because they essentially do not know "what" to model. This article investigates the difficulties and misconceptions undergraduate students have with analysing systems using unified modelling language analysis class and sequence diagrams. These models were chosen because they represent important static and dynamic aspects of the software system under development. The results of this study will help students produce effective OO models, and facilitate software engineering lecturers design learning materials and approaches for introductory OOAD courses.

DEVELOPING LINGUISTIC SKILLS AND ABILITIES IN EMP STUDENTS

Directory of Open Access Journals (Sweden)

Nataša Milosavljević

2012-03-01

Full Text Available English for medical purposes falls within the category of discipline-specific language learning. It is characterized by specific linguistic features and requires specific study that is possible to carry out using specially designed programmes. Reading skill is one way of learning strategy of English for medical purposes. Most often, students use this skill in order to obtain information for some particular topic from the area of medical science, or because they need some sort of instruction in order to carry out certain task. Vocabulary acquisition plays a very important role in EMP teaching. It is achieved best through learning vocabulary in context, rather than in isolation. One of the most important questions in EMP teaching is related to what grammatical constructions should be analysed and emphasised. Some types of these activities would include, for example, asking students to find examples of one particular structure in the text or fill in the blanks with the missing forms such as tenses, passive forms, prepositions, etc. Speaking skill represents productive skill the aim of which is communication. In order for foreign language communication to be suucessful, a student should know linguistic and cultural features of native speakers and follow certain rules and conventions that are not easy to define. It is of crucial importance that during teaching process students develop strategies and techniques that will help them use linguistic structures fluently, apply language in different situations, take part in discussions, and use acquired vocabulary in accurate and precise way.

Does Relative Grading help Male Students?

DEFF Research Database (Denmark)

Czibor, Eszter; Onderstal, Sander; Sloof, Randolph

The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student performance. We perform a direct comparison of the two most co...

Helping Students Use Virtual Libraries Effectively.

Science.gov (United States)

Fitzgerald, Mary Ann; Galloway, Chad

2001-01-01

Describes a study in which online behavior of high school and undergraduate students using GALILEO (Georgia Library Learning Online), a virtual library, were observed. Topics include cognitive demands; technology literacy; domain knowledge; search strategies; relevance; evaluation of information; information literacy standards; and suggestions to…

Invention Development Program Helps Nurture NCI at Frederick Technologies | Poster

Science.gov (United States)

The Invention Development Fund (IDF) was piloted by the Technology Transfer Center (TTC) in 2014 to facilitate the commercial development of NCI technologies. The IDF received a second round of funding from the NCI Office of the Director and the Office of Budget and Management to establish the Invention Development Program (IDP) for fiscal year 2016. The IDP is using these funds to help advance a second set of inventions.

MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment

Science.gov (United States)

Chukhlomin, Valeri; Deshpande, Anant

2017-01-01

"iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The…

Strategies to Help ESL Students Improve Their Communicative Competence and Class Participation: A Study in a Middle School

Science.gov (United States)

Gómez Palacio, Claudia

2010-01-01

This article examines a qualitative study carried out at a middle school in North Carolina, the United States of America. The main purpose of the study was to find effective strategies that teachers can use to help ESL students improve their speaking skills and class participation. Results indicated that both communicative and social strategies as…

Student Progress to Graduation in New York City High Schools. Part II: Student Achievement as "Stock" and "Flow"--Reimagining Early Warning Systems for At-Risk Students

Science.gov (United States)

Fairchild, Susan; Carrino, Gerard; Gunton, Brad; Soderquist, Chris; Hsiao, Andrew; Donohue, Beverly; Farrell, Timothy

2012-01-01

New Visions for Public Schools has leveraged student-level data to help schools identify at-risk students, designed metrics to capture student progress toward graduation, developed data tools and reports that visualize student progress at different levels of aggregation for different audiences, and implemented real-time data systems for educators.…

The Feasibility, Acceptability, and Efficacy of Delivering Internet-Based Self-Help and Guided Self-Help Interventions for Generalized Anxiety Disorder to Indian University Students: Design of a Randomized Controlled Trial

Science.gov (United States)

Newman, Michelle G; Ruzek, Josef I; Kuhn, Eric; Manjula, M; Jones, Megan; Thomas, Neil; Abbott, Jo-Anne M; Sharma, Smita; Taylor, C. Barr

2015-01-01

Background Generalized anxiety disorder (GAD) is one of the most common mental disorders among university students; however, many students go untreated due to treatment costs, stigma concerns, and limited access to trained mental health professionals. These barriers are heightened in universities in India, where there are scant mental health care services and severe stigma surrounding help seeking. Objective To evaluate the feasibility, acceptability, and efficacy of Internet-based, or “online,” cognitive behavioral therapy (CBT)-based unguided and guided self-help interventions (using the programs GAD Online and Lantern, respectively) to reduce GAD symptoms in students with clinical and subthreshold GAD and, ultimately, reduce the prevalence and incidence of GAD among the student population. Methods Students will be recruited via 3 colleges in Hyderabad, India, and referred for a campus-wide online screening. Self-report data will be collected entirely online. A total of 300 qualifying students will be randomized in a 1:1:1 ratio to receive GAD Online, Lantern, or to be in a wait-list control condition, stratified by clinical and subthreshold GAD symptomatology. Students will complete a postintervention assessment after 3 months and a follow-up assessment 6 months later, at which point students in the wait-list control condition will receive one of the programs. The primary outcome is GAD symptom severity at 3 months postintervention. Secondary outcomes include GAD caseness at 9 months, other anxiety and depression symptoms, self-efficacy, and functional measures (eg, sleep, social functioning) at 3 and 9 months, respectively. Primary analyses will be differences between each of the intervention groups and the wait-list control group, analyzed on an intention-to-treat (ITT) basis using mixed-design ANOVA. Results The study commenced in February 2015. The sample was recruited over a 3-week period at each college. The trial is expected to end in December 2015

Helping Undergraduates Think Like a CEO: The APPLE Analysis as a Teaching Tool for Strategic Management

Science.gov (United States)

Domke-Damonte, Darla J.; Keels, J. Kay; Black, Janice A.

2013-01-01

This paper presents a class assignment, entitled the APPLE Analysis, for developing pre-analysis comprehension about company conditions, resources and challenges as a part of the undergraduate strategic management capstone course. Because undergraduate students lack the causal maps of seasoned executives, this assignment helps students to develop…

An international internship on social development led by Canadian nursing students: empowering learning.

Science.gov (United States)

Zanchetta, Margareth; Schwind, Jasna; Aksenchuk, Kateryna; Gorospe, Franklin F; Santiago, Lira

2013-07-01

A Canadian nursing student-led knowledge dissemination project on health promotion for social development was implemented with local professionals and communities in Brazil. (a) to identify how student-interns contrasted Canadian and Brazilian cultural and social realities within a primary healthcare context from a social development perspective; (b) to examine how philosophical underpinnings, including social critical theory and notions of social justice, guided student-interns in acknowledging inequalities in primary healthcare in Brazil; and (c) to participate in the debate on the contribution of Canadian nursing students to the global movement for social development. A qualitative appraisal of short-term outcomes of an international internship in the cities of Birigui & Araçatuba (São Paulo-Brazil). Four Canadian fourth-year undergraduate nursing students enrolled in a metropolitan university program. Recruitment was through an email invitation to the student-interns, who accepted, and signed informed consent forms. Their participation was unpaid and voluntary. One-time individual interviews were conducted at the end of their internships. Transcriptions of the audio-recorded interviews were coded using the qualitative software program ATLAS ti 6.0. The findings were analyzed using thematic analysis. Student-interns' learning unfolded from making associations among concepts, new ideas, and their previous experiences, leading to a personal transformation through which they established new conceptual and personal connections. The two main themes revealed by the thematic analysis were dichotomizing realities, that is, acknowledging the existence of "two sides of each situation," and discovering an unexpected reciprocity between global and urban health. Furthermore, the student-interns achieved personal and professional empowerment. The knowledge gained from the international experience helped the student-interns learn how to collaborate with Brazilian society

Bridging the gap between textbook and maternity patient: a nurse-developed teaching model for first-year medical students.

Science.gov (United States)

Cooksey, Nancy Rumsey

2010-12-01

Providing more opportunities for first-year medical students to interact with patients in clinical settings is a current discussion topic in medical student education reform. Early clinical experience helps students bridge the gap between textbook and patient while observing patient-centered care, and serves as a first step for students to develop the skills needed to work cooperatively as members of a multidisciplinary health care team. The author developed a model to provide perinatal education to first-year medical students, consistent with the concept of interprofessional education. Primarily first-year medical students participated in the nurse-developed education model, a component of a noncredit extracurricular, student-run perinatal program at a Midwestern university medical center. Students were placed at the bedsides of hospitalized women to provide support and education to them during perinatal procedures, labor, childbirth, and cesarean delivery. A total of 350 students participated over a period of 13 school calendar years. Students remarked that participation in the program reinforced the importance of their concurrent anatomy and physiology classes. They observed interdependence and cooperation among the members of the health care team caring for women, and their evaluations of their experiences at the bedside were highly positive. Women consistently expressed appreciation for the additional individualized attention and education received from our student and nurse team. Nurses can enhance the learning of first-year medical students in the maternity care clinical setting. This nurse-developed education program provided students with a variety of vivid clinical experiences with maternity patients. © 2010, Copyright the Author. Journal compilation © 2010, Wiley Periodicals, Inc.

Emerging Information Literacy and Research-Method Competencies in Urban Community College Psychology Students

Science.gov (United States)

Wolfe, Kate S.

2015-01-01

This article details an assignment developed to teach students at urban community colleges information-literacy skills. This annotated bibliography assignment introduces students to library research skills, helps increase information literacy in beginning college students, and helps psychology students learn research methodology crucial in…

Taiwanese students' gender, age, interdependent and independent self-construal, and collective self-esteem as predictors of professional psychological help-seeking attitudes.

Science.gov (United States)

Yeh, Christine J

2002-02-01

Interdependent self-construal, collective self-esteem, age, and gender were used to predict attitudes toward seeking professional psychological help among a sample of junior high, high school, and college students in Taiwan (N = 594). Self-construal, collective self-esteem, and help-seeking attitudes were measured by the Self-Construal Scale (T. M. Singelis, 1994), the Collective Self-Esteem Scale Revised (R. Luhtanen & J. Crocker, 1992), and the Attitudes Towards Seeking Professional Psychological Help Scale (E. H. Fischer & J. L. Turner, 1970), respectively. By using stepwise regression, each of the independent factors with the exception of age significantly predicted the dependent variable, professional psychological help-seeking attitudes. Implications for counseling and future research are addressed.

Blended Learning Tools in Geosciences: A New Set of Online Tools to Help Students Master Skills

Science.gov (United States)

Cull, S.; Spohrer, J.; Natarajan, S.; Chin, M.

2013-12-01

In most geoscience courses, students are expected to develop specific skills. To master these skills, students need to practice them repeatedly. Unfortunately, few geosciences courses have enough class time to allow students sufficient in-class practice, nor enough instructor attention and time to provide fast feedback. To address this, we have developed an online tool called an Instant Feedback Practice (IFP). IFPs are low-risk, high-frequency exercises that allow students to practice skills repeatedly throughout a semester, both in class and at home. After class, students log onto a course management system (like Moodle or Blackboard), and click on that day's IFP exercise. The exercise might be visually identifying a set of minerals that they're practicing. After answering each question, the IFP tells them if they got it right or wrong. If they got it wrong, they try again until they get it right. There is no penalty - students receive the full score for finishing. The goal is low-stakes practice. By completing dozens of these practices throughout the semester, students have many, many opportunities to practice mineral identification with quick feedback. Students can also complete IFPs during class in groups and teams, with in-lab hand samples or specimens. IFPs can also be used to gauge student skill levels as the semester progresses, as they can be set up to provide the instructor feedback on specific skills or students. When IFPs were developed for and implemented in a majors-level mineralogy class, students reported that in-class and online IFPs were by far the most useful technique they used to master mineral hand sample identification. Final grades in the course were significantly higher than historical norms, supporting students' anecdotal assessment of the impact of IFPs on their learning.

From "sit and listen" to "shake it out yourself": Helping urban middle school students to bridge personal knowledge to scientific knowledge through a collaborative environmental justice curriculum

Science.gov (United States)

Sadeh, Shamu Fenyvesi

Science education and environmental education are not meeting the needs of marginalized communities such as urban, minority, and poor communities (Seller, 2001; U.S. Environmental Protection Agency [EPA], 1996). There exists an equity gap characterized by the racial and socioeconomic disparities in: levels of participation in scientific and environmental careers and environmental organizations (Lewis & James, 1995; Sheppard, 1995), access to appropriate environmental education programs (U.S. EPA, 1996), exposure to environmental toxins (Bullard, 1993), access to environmental amenities and legal protections (Bullard, 1993), and in grades and standardized test scores in K-12 science (Jencks & Phillips, 1998; Johnston & Viadero, 2000). Researchers point to the cultural divide between home and school culture as one of the reasons for the equity gap in science education (Barton, 2003; Delpit, 1995; Seiler, 2001). This study is designed to address the equity gap by helping students connect personal/cultural knowledge to scientific knowledge. A collaborative action research study was conducted in 8th-grade science classrooms of low-income African American and Latino students. The participating teacher and the researcher developed, enacted and evaluated a curriculum that elicited students' personal and cultural knowledge in the investigation of local community issues. Using qualitative methods, data were collected through student and teacher interviews, observation, and written documents. Data were analyzed to answer questions on student participation and learning, bridging between personal and scientific knowledge, and student empowerment. The most compelling themes from the data were described as parts of three stories: tensions between the empire of school and the small student nation, bridging between the two nations, and students gaining empowerment. This study found that the bridging the curriculum intended was successful in that many students brought personal

A Magnetic Set-Up to Help Teach Newton's Laws

Science.gov (United States)

Panijpan, Bhinyo; Sujarittham, Thanida; Arayathanitkul, Kwan; Tanamatayarat, Jintawat; Nopparatjamjomras, Suchai

2009-01-01

A set-up comprising a magnetic disc, a solenoid and a mechanical balance was used to teach first-year physics students Newton's third law with the help of a free body diagram. The image of a floating magnet immobilized by the solenoid's repulsive force should help dispel a common misconception of students as regards the first law: that stationary…

Teaching Avogadro's Hypothesis and Helping Students to See the World Differently

Science.gov (United States)

Criswell, Brett

2008-01-01

Within the historical context of the development of chemistry, Avogadro's hypothesis represents a fundamental concept: It allowed Avogadro to explain Gay-Lussac's law of combining volumes and it allowed Cannizzaro to establish a more accurate set of atomic mass values. If students are going to understand the concept of relative atomic masses and…

"Argument!" Helping Students Understand What Essay Writing Is About

Science.gov (United States)

Wingate, Ursula

2012-01-01

Argumentation is a key requirement of the essay, which is the most common genre that students have to write. However, how argumentation is realised in disciplinary writing is often poorly understood by academic tutors, and therefore not adequately taught to students. This paper presents research into undergraduate students' concepts of argument…

Feedforward: helping students interpret written feedback

OpenAIRE

Hurford, Donna; Read, Andrew

2008-01-01

"Assessment for Learning is the process of seeking and interpreting evidence for use by learners... "(Assessment Reform Group, 2002, p.2): for the Higher Education tutor, written feedback forms an integral part of this. This short article reports on teaching methods to engage students in feedback and assessment of their written work.

Engaging nurse aide students to develop a survey to improve enrollment and retention in college.

Science.gov (United States)

Boyd, Jamie Kamailani; Hernandez, Jesika Y; Braun, Kathryn L

2011-01-01

Students from lower socioeconomic status (SES) backgrounds have historically experienced high rates of college dropout. Surveys often are used to assess supports and barriers (SB) to college enrollment and completion, and findings drive the design of interventions to improve student recruitment and retention. However, standard surveys may not include questions that solicit the breadth of issues facing low-income minority individuals. We used community-based participatory research (CBPR) principles to develop an SB survey to better reflect the concerns of rural, first-generation college students in Hawai'i. An advisory panel (AP) of students and community partners guided the work. The literature informed the first draft of the SB survey. Then we worked with students who had successfully completed a vocational Nurse Aide (NA) Training Program (NATP) course to refine four versions of the SB survey through multiple cycles of online survey review and focus groups. The final product included questions in new areas and differently phrased questions in standard areas (e.g., transportation, dependent care, housing, financial aid) to better capture reasons for students dropping out. The survey has proven useful as a student assessment tool, and findings are being used by instructors, counselors, and community partners to add resources and modify programs to increase student success in community college. Findings confirm the usefulness of engaging target partners in tool development. An enhanced understanding of SB of students from underrepresented groups will help to improve college recruitment and retention interventions.

In Good Standing: "Helping Colleges Manage Student Default Rates"

Science.gov (United States)

Boerner, Heather

2014-01-01

The U.S. Department of Education estimates that 20 percent of community college students default on their student loan obligations (compared with 14.7 percent of all student loan borrowers), and that number is rising. What can community college financial officers do to keep their default numbers low? In this article, Heather Boerner describes the…

NOTE FOR EDITOR: Development An Instrument To Measure 
University Students' Attitude Towards E-Learning

OpenAIRE

MEHRA, Vandana; OMIDIAN, Faranak

2015-01-01

The study of student’s attitude towards e-learning can in many ways help managers better prepare in light of e-learning for the future. This article describes the process of the development of an instrument to measure university students’ attitude towards e-learning. The scale was administered to 200 University students from two countries (India and Iran) .The 83-item attitude towards e-learning scale was developed on six domains as Perceived usefulness ; Intention to adopt e-learning ; Ease...

NOTE FOR EDITOR: Development An Instrument To Measure 
University Students' Attitude Towards E-Learning

OpenAIRE

MEHRA, Vandana; OMIDIAN, Faranak

2012-01-01

The study of student’s attitude towards e-learning can in many ways help managers better prepare in light of e-learning for the future. This article describes the process of the development of an instrument to measure university students’ attitude towards e-learning. The scale was administered to 200 University students from two countries (India and Iran) .The 83-item attitude towards e-learning scale was developed on six domains as Perceived usefulness ; Intention to adopt e-learning ; Ease...

Multicontext Diversity: The critical dimension of diversity that can attract students and help them thrive

Science.gov (United States)

Weissmann, G. S.; Ibarra, R.; Howland-Davis, M.

2017-12-01

groups and women tend to fall on toward the high context side of the spectrum, thus this disproportionately affects women and minorities. Multicontextuality can be readily applied in classroom and research settings, thus leading to helping all students thrive in the academic setting.

Helping Students Get Past Math Anxiety

Science.gov (United States)

Scarpello, Gary

2007-01-01

Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

Student evaluation of teaching enhances faculty professional development

Directory of Open Access Journals (Sweden)

Betty McDonald

2013-01-01

Full Text Available This paper highlights the role of Web 2.0 technologies in sourcing ongoing information from university students in an effort to assist faculty in their continuous professional development (PD, with the ultimate goal of incrementally improving teaching and learning. On a semester basis, students use an online program called CoursEvals to provide their opinions about the course and its instructor. The collected data are used to inform the content and delivery of faculty PD workshops. The interactive nature of CoursEvals, with Web features that facilitate information sharing and interoperatibility with Blackboard, a learning/course management system, make it ideal for impacting higher education. Students can complete student evaluation of teaching (SEOT online from any location (university, home, mobile, or overseas. This paper underscores the interactive nature of the feedback process that allows faculty, administration, policy makers, and other stakeholders to participate in the ongoing improvement of teaching and learning. We see how Web 2.0 technologies can impact the teaching/learning nexus in higher education, how online forums and Blackboard bulletin boards have helped popularize Web 2.0 technologies, how online social interactions have escalated through wikis, blogs, emails, instant messaging, and audio and video clips, and how faculty can retrieve their personal SEOT at any time and use the information to self- or peer-evaluate at their convenience. Faculty can compare their SEOT over time to determine stability and monitor their classroom effectiveness. They can also address reliability and validity issues and use the information judiciously without making unnecessary generalizations. Researchers will find useful information supporting the impact of Web 2.0 technologies in higher education.

Ties that bind, and double-bind: visual impairment, help, and the shaping of relationships.

Science.gov (United States)

Lourens, Heidi; Watermeyer, Brian; Swartz, Leslie

2018-03-16

Scholars agree that effective rehabilitation relies on a bedrock of reciprocity, relational trust, and authenticity. It is therefore essential for practitioners to develop insight into the complex dynamics within helping relationships. This study aims to provide an in-depth understanding of visually impaired students' experience of informal helping relationships. Ten visually impaired students at a South African university participated in one of two semi-structured focus group interviews (six and four in each group, respectively) wherein we explored their experience of informal helping relationships. Interpretive phenomenological analysis was used to make sense of the data. Help, according to the participants, can militate against visibility and complete acceptance, and has the potential to cause helpers to feel entrapped. By contrast, some students found that help offered benefits to relationships by boosting the helper's self-esteem and affording disabled students the opportunity to make friends. Decisions whether to accept help were mediated more by relationship factors than by the need for help. These findings are important for rehabilitation professionals, as deep relationship can come into being during the course of a rehabilitation process. Although this study was conducted in an informal setting, the relational dynamics that we explore are also applicable to clinical relationships between disabled persons and rehabilitation professionals. Implications for rehabilitation In this paper, we provide an overview of the intricacies involved in care and helping relationships; In order for rehabilitation to be successful, these relationships should ideally be real, trusting, and authentic; Yet, authenticity and spontaneity often get lost in helping relationships, as help-recipients may deny help when they need it, and accept help when perfectly able to cope without it. These decisions are mediated more by relationship factors than by the need for help; In their

Help-Seeking Intentions among Asian American and White American Students in Psychological Distress: Application of the Health Belief Model

Science.gov (United States)

Kim, Jin E.; Zane, Nolan

2015-01-01

Objective Underutilization of needed mental health services continues to be the major mental health disparity affecting Asian Americans (Sue, Cheng, Saad, & Chu, 2012). The goal of the study was to apply a social psychological theoretical framework—the Health Belief Model (Rosenstock, 1966)—to understand potential reasons why Asian Americans underutilize mental health services relative to White Americans. Method Using a cross-sectional online questionnaire, this study examined how perceived severity of symptoms, perceived susceptibility to mental health problems, perceived benefits of treatment, and perceived barriers to treatment influenced intentions to seek help among a sample of 395 Asian American and 261 White American students experiencing elevated levels of psychological distress. Results Analyses using structural equation modeling indicated that Asian Americans in distress had relatively lower intentions to seek help compared to White Americans. Perceived benefits partially accounted for differences in help-seeking intentions. Although Asian Americans perceived greater barriers to help-seeking than White Americans, it did not significantly explain racial/ethnic differences in help-seeking intentions. Perceived severity and barriers were related to help-seeking intentions in both groups. Conclusions Outreach efforts that particularly emphasize the benefits of seeking mental health services may be a particularly promising approach to address underutilization. These findings have implications in help-seeking promotion and outreach. PMID:26098454

Developing Objective Criteria for Evaluating Student Athletic Trainers.

Science.gov (United States)

Treadway, Linda

In devising a form for the evaluation of students preparing to become athletic trainers, it is helpful to have a checklist in which objectives and behavioral responses are organized into categories, such as prevention of injury, first aid, emergency care, treatment, rehabilitation, and taping and wrapping. It is also important to have records and…

Helping Elementary Teachers Understand Children and Divorce.

Science.gov (United States)

Hrymak, Marilyn J.; Smart, Laura S.

1984-01-01

Describes a workshop designed to help elementary teachers understand the recent literature on the effects of divorce on children and help the children through the crisis. Indicates that secondary home economics teachers may have to deal with students who have not adjusted to divorce. (JOW)

Competencies for Student Leadership Development in Doctor of Pharmacy Curricula to Assist Curriculum Committees and Leadership Instructors

Science.gov (United States)

Traynor, Andrew P.; Boyle, Cynthia J.

2013-01-01

Objective. To assist curriculum committees and leadership instructors by gathering expert opinion to define student leadership development competencies for pharmacy curricula. Methods. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define competencies for student leadership development in pharmacy curricula. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes. Round 2 grouped responses for agreement rating and comment. Round 3 allowed rating and comment on competencies not yet meeting consensus, which was prospectively set at 80%. Results. Eleven competencies attained 80% consensus or higher and were grouped into 3 areas: leadership knowledge, personal leadership commitment, and leadership skill development. Connections to contemporary leadership development literature were outlined for each competency as a means of verifying the panel’s work. Conclusions. The leadership competencies will aid students in addressing: What is leadership? Who am I as a leader? What skills and abilities do I need to be effective? The competencies will help curriculum committees and leadership instructors to focus leadership development opportunities, identify learning assessments, and define program evaluation. PMID:24371346

Competencies for student leadership development in doctor of pharmacy curricula to assist curriculum committees and leadership instructors.

Science.gov (United States)

Janke, Kristin K; Traynor, Andrew P; Boyle, Cynthia J

2013-12-16

To assist curriculum committees and leadership instructors by gathering expert opinion to define student leadership development competencies for pharmacy curricula. Twenty-six leadership instructors participated in a 3-round, online, modified Delphi process to define competencies for student leadership development in pharmacy curricula. Round 1 asked open-ended questions about leadership knowledge, skills, and attitudes. Round 2 grouped responses for agreement rating and comment. Round 3 allowed rating and comment on competencies not yet meeting consensus, which was prospectively set at 80%. Eleven competencies attained 80% consensus or higher and were grouped into 3 areas: leadership knowledge, personal leadership commitment, and leadership skill development. Connections to contemporary leadership development literature were outlined for each competency as a means of verifying the panel's work. The leadership competencies will aid students in addressing: What is leadership? Who am I as a leader? What skills and abilities do I need to be effective? The competencies will help curriculum committees and leadership instructors to focus leadership development opportunities, identify learning assessments, and define program evaluation.

Helping Students to Become Money Smart

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Supon, Viola

2012-01-01

Being money smart has value that offers individuals skills for a lifetime. "Lawmakers had no way of knowing in 2007 that the U. S. economic situation would be where it is today, making financial education for students now even more crucial than at any other time in recent history" (Black, 2009, p. 1). According to Beverly & Burkhalter (2005, p.…

Developing the (ASTM) voluntary consensus standards required to help implement the National Energy Plan

International Nuclear Information System (INIS)

Anon.

1981-01-01

The recommended guide is the first American Society for Testing and Materials (ASTM) matrix in a family of such documents that combined, will help manage the development of the ASTM standards considered necessary to implement the current National Plan for Energy Research, Development, and Demonstration. It is expected that the guide will provide a framework for standards development to complement the nation's research and development in support of critical energy needs. The recommended guide identifies the energy-critical areas that are to be developed, the master ASTM recommended guide for developing the standards required to help the National Plan, the section in which each energy-critical area is covered, and the suggested ASTM lead committee responsible for each area (fossil, solar, geothermal, conservation, fusion, and fission reactor development). A comprehensive matrix to identify the areas of need for which ASTM standards will be required to help implement the National Energy Plan is also presented

Social Goals and Willingness to Seek Help for School Violence

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Yablon, Yaacov B.

2012-01-01

The relation between students' social goals and their willingness to seek help for school violence was examined. Four hundred and sixty-two students from sixth, eighth, and tenth grades responded to vignettes used to assess willingness to seek help from teachers and friends for dealing with relational and physical violence. Intimacy goals enhanced…

Developing Students' Energy Literacy in Higher Education

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Cotton, Debby R. E.; Miller, Wendy; Winter, Jennie; Bailey, Ian; Sterling, Stephen

2015-01-01

Purpose: This paper aims to investigate students' energy literacy at a UK university, and recommends ways in which it can be enhanced using a behaviour change model. Developing students' energy literacy is a key part of the "greening" agenda, yet little is known about how students develop their ideas about energy use and energy saving at…

Helping Students Test Programs That Have Graphical User Interfaces

Directory of Open Access Journals (Sweden)

Matthew Thornton

2008-08-01

Full Text Available Within computer science education, many educators are incorporating software testing activities into regular programming assignments. Tools like JUnit and its relatives make software testing tasks much easier, bringing them into the realm of even introductory students. At the same time, many introductory programming courses are now including graphical interfaces as part of student assignments to improve student interest and engagement. Unfortunately, writing software tests for programs that have significant graphical user interfaces is beyond the skills of typical students (and many educators. This paper presents initial work at combining educationally oriented and open-source tools to create an infrastructure for writing tests for Java programs that have graphical user interfaces. Critically, these tools are intended to be appropriate for introductory (CS1/CS2 student use, and to dovetail with current teaching approaches that incorporate software testing in programming assignments. We also include in our findings our proposed approach to evaluating our techniques.

The Development and Impact of a Social Media and Professionalism Course for Medical Students.

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Gomes, Alexandra W; Butera, Gisela; Chretien, Katherine C; Kind, Terry

2017-01-01

online professionalism curricula focused on implications and best practices helps medical students develop an awareness of their electronic professional identities.

Helping students understand real capacitors: measuring efficiencies in a school laboratory

International Nuclear Information System (INIS)

Simeão Carvalho, Paulo; Sampaio e Sousa, Adriano

2008-01-01

A recent reform in the Portuguese secondary school curriculum reintroduced the study of capacitors. Thus we decided to implement some experimental activities on this subject with our undergraduate students in physics education courses. A recent announcement of a new kind of capacitor being developed by a team of scientists at Massachusetts Institute of Technology (MIT), which makes use of nanotechnologies, was a great motivation for the study of a topic that could easily be considered 'out of time'. Since this new kind of capacitor is being seen as the battery of the future, our focus was essentially on efficiency measurements, motivating students to obtain, respectively, the time constant and the energies stored and supplied during the charge and discharge processes, from experimental graphics representing the power as a function of time in real capacitors

Systemic Synthesis Questions [SSynQs] as Tools to Help Students to Build Their Cognitive Structures in a Systemic Manner

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Hrin, Tamara N.; Fahmy, Ameen F. M.; Segedinac, Mirjana D.; Milenković, Dušica D.

2016-08-01

Many studies dedicated to the teaching and learning of organic chemistry courses have emphasized that high school students have shown significant difficulties in mastering the concepts of this discipline. Therefore, the aim of our study was to help students to overcome these difficulties by applying systemic synthesis questions, [SSynQs], as the instructional method in our intervention. This work shows that students from the group exposed to the new teaching method achieved higher scores on final testing than students from the control group, who were taught by the traditional method, when students' achievements in conventional, linear questions [LQs] and in [SSynQs] were studied. These results were followed by observation of lower levels of mental effort by students from the intervention group, and higher levels of mental effort in the control group, invested during solving both types of questions. This correlation between achievement and mental effort resulted in high instructional efficiency for the applied method in the intervention group, [SSynQs], and low instructional efficiency for the traditional teaching and learning method applied in the control group. A systemic triangular relation between achievement, mental effort, and instructional efficiency, established by each group and gender, emphasized that the application of [SSynQs] was more suited to female students than for male students because of [SSynQs] characteristics as teaching and learning tools and because of learning style and ability differences between genders.

Mental Health Help-Seeking Intentions among International and African American College Students: An Application of the Theory of Planned Behavior

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Mesidor, Jean Kesnold; Sly, Kaye F.

2014-01-01

This study examined the relationship between social-cognitive factors (e.g., attitudes, subjective norms, and perceived behavioral control), psychological distress, and help-seeking intentions for a sample of 111 international and African American college students. The results of this study showed that the Theory of Planned Behavior (TPB)…

ExplorOcean H2O SOS: Help Heal the Ocean-Student Operated Solutions: Operation Climate Change

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Weiss, N.; Wood, J. H.

2016-12-01

The ExplorOcean H2O SOS: Help Heal the Ocean—Student Operated Solutions: Operation Climate Change, teaches middle and high school students about ocean threats related to climate change through hands-on activities and learning experiences in the field. During each session (in-class or after-school as a club), students build an understanding about how climate change impacts our oceans using resources provided by ExplorOcean (hands-on activities, presentations, multi-media). Through a student leadership model, students present lessons to each other, interweaving a deep learning of science, 21st century technology, communication skills, and leadership. After participating in learning experiences and activities related to 6 key climate change concepts: 1) Introduction to climate change, 2) Increased sea temperatures, 3) Ocean acidification, 4) Sea level rise, 5) Feedback mechanisms, and 6) Innovative solutions. H2O SOS- Operation Climate change participants select one focus issue and use it to design a multi-pronged campaign to increase awareness about this issue in their local community. The campaign includes social media, an interactive activity, and a visual component. All participating clubs that meet participation and action goals earn a field trip to ExplorOcean where they dive deeper into their selected issue through hands-on activities, real-world investigations, and interviews or presentations with experts. In addition to self-selected opportunities to showcase their focus issue, teams will participate in one of several key events identified by ExplorOcean, including ExplorOcean's annual World Oceans Day Expo.

Development of a self-assessment teamwork tool for use by medical and nursing students.

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Gordon, Christopher J; Jorm, Christine; Shulruf, Boaz; Weller, Jennifer; Currie, Jane; Lim, Renee; Osomanski, Adam

2016-08-24

Teamwork training is an essential component of health professional student education. A valid and reliable teamwork self-assessment tool could assist students to identify desirable teamwork behaviours with the potential to promote learning about effective teamwork. The aim of this study was to develop and evaluate a self-assessment teamwork tool for health professional students for use in the context of emergency response to a mass casualty. The authors modified a previously published teamwork instrument designed for experienced critical care teams for use with medical and nursing students involved in mass casualty simulations. The 17-item questionnaire was administered to students immediately following the simulations. These scores were used to explore the psychometric properties of the tool, using Exploratory and Confirmatory Factor Analysis. 202 (128 medical and 74 nursing) students completed the self-assessment teamwork tool for students. Exploratory factor analysis revealed 2 factors (5 items - Teamwork coordination and communication; 4 items - Information sharing and support) and these were justified with confirmatory factor analysis. Internal consistency was 0.823 for Teamwork coordination and communication, and 0.812 for Information sharing and support. These data provide evidence to support the validity and reliability of the self-assessment teamwork tool for students This self-assessment tool could be of value to health professional students following team training activities to help them identify the attributes of effective teamwork.

"What makes life good?" Developing a culturally grounded quality of life measure for Alaska Native college students.

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Sharma, Dinghy Kristine B; Lopez, Ellen D S; Mekiana, Deborah; Ctibor, Alaina; Church, Charlene

2013-01-01

Alaska Native (AN) college students experience higher attrition rates than their non-Native peers. Understanding the factors that contribute to quality of life ("what makes life good") for AN students will help inform supportive programs that are congruent with their culture and college life experiences. Co-develop a conceptual model and a measure of quality of life (QOL) that reflects the experiences of AN college students. Six focus groups were conducted with 26 AN college students. Within a community-academic partnership, interactive data collection activities, co-analysis workgroup sessions and an interactive findings forum ensured a participant-driven research process. Students identified and operationally defined eight QOL domains (values, culture and traditions, spirituality, relationships, basic needs, health, learning and leisure). The metaphor of a tree visually illustrates how the domains values, culture and traditions and spirituality form the roots to the other domains that appear to branch out as students navigate the dual worldviews of Native and Western ways of living. The eight QOL domains and their items identified during focus groups were integrated into a visual model and an objective QOL measure. The hope is to provide a useful tool for developing and evaluating university-based programs and services aimed toward promoting a positive QOL and academic success for AN students.

Lifelong Learning Theory and Pre-Service Teachers' Development of Knowledge and Dispositions to Work with Australian Aboriginal Students

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Bennet, Maria; Moriarty, Beverley

2016-01-01

This article draws on previous research by the authors and others as well as lifelong learning theory to argue the case for providing pre-service teachers with deep and meaningful experiences over time that help them to build their personal capacity for developing knowledge and dispositions to work with Australian Aboriginal students, their…

Evaluation of an Intervention to Help Students Avoid Unintentional Plagiarism by Improving Their Authorial Identity

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Elander, James; Pittam, Gail; Lusher, Joanne; Fox, Pauline; Payne, Nicola

2010-01-01

Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post-1992 universities in London, UK, and evaluated with before-and-after measures of beliefs and attitudes about academic…

Geoscience Data Puzzles: Developing Students' Ability to Make Meaning from Data

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Kastens, K. A.; Turrin, M.

2010-12-01

One of the most fundamental aspects of geoscience expertise is the ability to extract insights from observational earth data. Where an expert might see trends, patterns, processes, and candidate causal relationships, a novice could look at the same data representation and see dots, wiggles and blotches of color. The problem is compounded when the student was not personally involved in collecting the data or samples and thus has no experiential knowledge of the Earth setting that the data represent. In other words, the problem is especially severe when students tap into the vast archives of professionally-collected data that the geoscience community has worked so hard to make available for instructional use over the internet. Moreover, most high school and middle school teachers did not themselves learn Earth Science through analyzing data, and they may lack skills and/or confidence needed to scaffold students through the process of learning to interpret realistically-complex data sets. We have developed “Geoscience Data Puzzles” with the paired goals of (a) helping students learn about the earth from data, and (b) helping teachers learn to teach with data. Geoscience Data Puzzles are data-using activities that purposefully present a low barrier-to-entry for teachers and a high ratio of insight-to-effort for students. Each Puzzle uses authentic geoscience data, but the data are carefully pre-selected in order to illuminate a fundamental Earth process within tractable snippets of data. Every Puzzle offers "Aha" moments, when the connection between data and process comes clear in a rewarding burst of insight. Every Puzzle is accompanied by a Pedagogical Content Knowledge (PCK) guide, which explicates the chain of reasoning by which the puzzle-solver can use the evidence provided by the data to construct scientific claims. Four types of reasoning are stressed: spatial reasoning, in which students make inferences from observations about location, orientation, shape