WorldWideScience

Sample records for primarily teach undergraduate

  1. Teaching and Research at Undergraduate Institutions

    Science.gov (United States)

    Garg, Shila

    2006-03-01

    My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

  2. Teaching Economic Forecasting to Undergraduates.

    Science.gov (United States)

    Donihue, Michael R.

    1995-01-01

    Contends that academic departments have come under increasing scrutiny in terms of the scope of curriculum and teaching methods. Describes a senior undergraduate economics course in which the primary objective was to give students opportunities to combine theoretical training with quantitative skills and apply them to real-world problems. (CFR)

  3. Teaching undergraduate astrophysics with PIRATE

    Science.gov (United States)

    Brodeur, M. S.; Kolb, U.; Minocha, S.; Braithwaite, N.

    2014-12-01

    PIRATE is a 0.43m semi-autonomous research and teaching observatory owned by The Open University, UK. Since 2010, it has been reserved for several months of each year for teaching astronomy in the OU's undergraduate programme. As students in these courses operate PIRATE remotely rather than travelling to the observatory itself, we chose to investigate whether effective learning was adversely affected by the absence of a more traditional `hands on' experience. We discuss student perspectives on the technologies employed (i.e., remote and virtual investigations), the impact these had on perceived course outcomes, and consider implications for future teaching and outreach.

  4. Teaching Old French Literature to Undergraduates.

    Science.gov (United States)

    Stewart, Harry E.

    As a prelude to graduate-level work for French majors, medieval studies are proposed for undergraduate students. Problems inherent in the establishment of the undergraduate program are identified with some suggested solutions. Concepts related to historical grammar, teaching materials, literature, and linguistics are developed. A logical course…

  5. Cultures of Undergraduate Teaching at Research Universities.

    Science.gov (United States)

    Serow, Robert C.; Van Dyk, Pamela B.; McComb, Errin M.; Harrold, Adrian T.

    2002-01-01

    Data from five campuses revealed an explicitly oppositional culture among faculty committed to undergraduate teaching, which questions both the Scholarship of Teaching model and the ethos of competitive achievement. The views echo the longstanding populist tradition within U.S. higher education and represent a potential counterforce to the recent…

  6. Teaching Astrophysics to Upper Level Undergraduates

    Science.gov (United States)

    Van Dorn Bradt, Hale

    2010-03-01

    A Socratic peer-instruction method for teaching upper level undergraduates is presented. Basically, the instructor sits with the students and guides their presentations of the material. My two textbooks* (on display) as well as many others are amenable to this type of teaching. *Astronomy Methods - A Physical Approach to Astronomical Observations (CUP 2004) *Astrophysics Processes-The Physics of Astronomical Phenomena (CUP 2008)

  7. Teaching nuclear and radiochemistry at undergraduate colleges

    International Nuclear Information System (INIS)

    Kinard, W.F.

    1993-01-01

    A large fraction of the potential graduate students in chemistry come from undergraduate colleges. The exposure of these students to the field of nuclear and radiochemistry is limited by the fact that few professionals actively involved in the field teach at these schools. There is also increasing competition for the limited number of chemistry students by other chemical specializations. Innovative approaches such as a short course to introduce students to nuclear and radiochemistry and some of the needs for undergraduate teaching are discussed. (author) 6 refs.; 2 figs

  8. Teaching Undergraduates to Think Like Scientists

    Science.gov (United States)

    Caccavo, Frank, Jr.

    2009-01-01

    The author discusses the importance of incorporating research into undergraduate curricula. Pedagogical approaches include faculty-directed research projects, off-campus internships, and research-oriented courses (R-courses). Examples of R-courses are reviewed, and an introductory microbiology course that teaches first year students "how to do…

  9. Critiquing effectuation in the undergraduate entrepreneurship teaching

    DEFF Research Database (Denmark)

    Günzel-Jensen, Franziska; Robinson, Sarah

    effectuation it must be considered as a critical element from the initial meeting with the students. Teaching undergraduate students presents a range of challenges and teachers of entrepreneurship need to carefully consider how they approach teaching of effectuation in the classroom. Value....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

  10. Registrars teaching undergraduate medical students

    African Journals Online (AJOL)

    196 October 2016, Vol. 8, No. 2 AJHPE. Research. The Health Professions Council of South Africa (HPCSA) is the overall ... benefits of teaching medical students are also seen in the knowledge acquired by ... Burch[11] emphasised the importance of assessment in the workplace, including .... stressed out (n=1). Benefits of ...

  11. Teaching science and ethics to undergraduates: a multidisciplinary approach.

    Science.gov (United States)

    McGowan, Alan H

    2013-06-01

    The teaching of the ethical implications of scientific advances in science courses for undergraduates has significant advantages for both science and non-science majors. The article describes three courses taught by the author as examples of the concept, and examines the disadvantages as well as the advantages. A significant advantage of this approach is that many students take the courses primarily because of the ethical component who would not otherwise take science. A disadvantage is less time in the course for the science; arguably, this is outweighed by the greater retention of the science when it is put into context.

  12. Teaching undergraduate biomechanics with Just-in-Time Teaching.

    Science.gov (United States)

    Riskowski, Jody L

    2015-06-01

    Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

  13. Teaching Chemical Equilibrium and Thermodynamics in Undergraduate General Chemistry Classes.

    Science.gov (United States)

    Banerjee, Anil C.

    1995-01-01

    Discusses some of the conceptual difficulties encountered by undergraduate students in learning certain aspects of chemical equilibrium and thermodynamics. Discusses teaching strategies for dealing with these difficulties. (JRH)

  14. The Relationship between Subject Matter Knowledge and Teaching Effectiveness of Undergraduate Chemistry Peer Facilitators

    Science.gov (United States)

    Boothe, J. R.; Barnard, R. A.; Peterson, L. J.; Coppola, B. P.

    2018-01-01

    Use of peer instruction and facilitation has surged in undergraduate education at large colleges and universities in recent years. Studies on peer instruction have been directed primarily at student learning gains and affective outcomes among the facilitators. For peer instructors, the relationship between their teaching effectiveness and their…

  15. Teaching Psychological and Social Gerontology to Millennial Undergraduates

    Science.gov (United States)

    Siegal, Brittany; Kagan, Sarah H.

    2012-01-01

    Matters of development and generation may create barriers in teaching millennial undergraduates psychological and social gerontology. We introduce strategy to mitigate these barriers by teaching psychological and social gerontology as undergraduate honors courses, augmented with the use of social networking tools. We detail honors programming,…

  16. Undergraduate Teaching and Learning Evaluation: Focus on the Mechanism

    Science.gov (United States)

    Dongmei, Zeng; Jiangbo, Chen

    2009-01-01

    It is obvious to all that the National Undergraduate Teaching and Learning Evaluation plan for higher education institutions launched in 2003 has promoted undergraduate teaching at universities and colleges. At the same time, however, the authors have also witnessed problems with the evaluation work itself, for example, unified evaluation…

  17. Factors affecting the number and type of student research products for chemistry and physics students at primarily undergraduate institutions: A case study.

    Science.gov (United States)

    Mellis, Birgit; Soto, Patricia; Bruce, Chrystal D; Lacueva, Graciela; Wilson, Anne M; Jayasekare, Rasitha

    2018-01-01

    For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004-2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students.

  18. Factors affecting the number and type of student research products for chemistry and physics students at primarily undergraduate institutions: A case study

    Science.gov (United States)

    Soto, Patricia; Bruce, Chrystal D.; Lacueva, Graciela; Wilson, Anne M.; Jayasekare, Rasitha

    2018-01-01

    For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004–2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students. PMID:29698502

  19. Imitation in Undergraduate Teaching and Learning

    Science.gov (United States)

    Zhou, Jiangyuan; Guo, Wei

    2016-01-01

    Research in developmental psychology and neuroscience has demonstrated the critical role of imitation in human learning. Self-report questionnaires collected from 456 undergraduate students in two U.S. institutions and one Chinese institution demonstrated that undergraduate students from both U.S. and Chinese cultures used various imitations in…

  20. Undergraduate teaching in UK general practice: a geographical snapshot.

    Science.gov (United States)

    Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K

    2014-06-01

    Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. National survey of all medical schools in the UK. All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK's health departments. All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum-maximum) of 142 (17-385) practices per school. The median (minimum-maximum) distance between a school and a teaching practice was 28 km (0-1421 km), 41 (0:00-23:26) minutes' travel by car and 1 hour 12 (0:00-17:29) minutes' travel by public transport. All teaching practices were accessible by public transport in one school and 90-99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. © British Journal of General Practice 2014.

  1. Scenario-based teaching in undergraduate medical education

    Directory of Open Access Journals (Sweden)

    Patel K

    2016-12-01

    Full Text Available Kunj Patel, Omar El Tokhy Faculty of Medicine, Imperial College London, London, UKWe read with great interest the study by Frost et al1 which highlights the importance of scenario-based teaching (SBT of clinical communication in medical undergraduate pediatrics teaching. SBT involves students navigating a storyline based around a complex problem, running in parallel with case-based learning. We were impressed by the results of the SBT program at Cardiff University School of Medicine. As medical students currently on our pediatric rotation at Imperial College London, we have experienced at first hand the benefits of SBT. Throughout the placement, it continues to help us tackle the complexities which arise when communicating with children and their families. We have noted its particular benefit in breaking bad news to families. Without effective teaching on this particular scenario, a failure to grasp this skill could exacerbate patient and parent concerns. Much like the authors of this study highlight,1 we believe specific teaching on communication skills should be a mandatory part of medical undergraduate education at every institution. Imperial College School of Medicine has developed a similar teaching style which has been unparalleled in its benefit to us during our pediatric rotation. Although there is scant literature available specifically addressing communicating with children and parents at undergraduate level, the use of SBT throughout undergraduate medical teaching should not be underestimated. Read the original paper by Frost et al

  2. The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience†

    Science.gov (United States)

    Schalk, Kelly A.; McGinnis, J. Randy; Harring, Jeffrey R.; Hendrickson, Amy; Smith, Ann C.

    2009-01-01

    There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA) experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA). We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs) with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience. PMID:23653688

  3. The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience

    Directory of Open Access Journals (Sweden)

    Kelly A. Schalk

    2009-12-01

    Full Text Available There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA. We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience.

  4. Inclination of undergraduate medical students towards teaching as career

    OpenAIRE

    Apturkar, D. K.; Dandekar, Usha K.; Dandkar, Kundankumar Narayan; Jorwekar, Golul Jayant; Baviskar, Padmakar Kashinath

    2014-01-01

    Introduction: There is acute shortage of teachers in medical field and very few new members are joining this noble profession. The shortage of medical teachers is resulting in decrease of teaching quality, decrease in number of medical seats and the country is losing its education standard worldwide.Aims: To find out the view and inclination of undergraduate medical students towards teaching as career.Objectives: It is an attempt to find possible reasons preventing or stimulating the undergra...

  5. Sustainability Matters for Undergraduate Teaching and Learning

    Science.gov (United States)

    Fry, Catherine L.; Wei, Cynthia A.

    2015-01-01

    A growing body of evidence shows that infusing sustainability into undergraduate courses and programs can simultaneously benefit institutional goals, student learning outcomes, and society at large. In addition to being a globally relevant and urgent topic, sustainability can enhance learning of disciplinary concepts and development of broad…

  6. The Lack of Interdisciplinarity in Undergraduate Geography Teaching in Turkey

    Science.gov (United States)

    Bilgili, Münür

    2018-01-01

    The aim of this study is to understand and explore interdisciplinarity in geography and undergraduate geography courses in geography teaching departments in Turkey. There is a growing literature in science underscoring the importance of interdisciplinary approach and its beneficial outcomes. Increasing body of knowledge on social theory, on…

  7. Teaching the Scientific Study of International Relations to Undergraduates.

    Science.gov (United States)

    Bennett, D. Scott

    2002-01-01

    Discusses how theory and science are integrated into "Introduction to International Relations" and "International Relations Theory", two undergraduate courses at Pennsylvania State University (University Park). Highlights five issues that are used in the author's approach to teaching theory and science. (CMK)

  8. Teaching Economics to the Best Undergraduates: What Are the Problems?

    Science.gov (United States)

    Andreopoulos, Giuliana Campanelli; Panayides, Alexandros

    2009-01-01

    Economics is usually perceived as a difficult subject among undergraduate students with negative repercussions on their performance. The literature suggests that the students' problems with principles of economics are mainly related to the style and method of teaching together with the course content. Particularly attacked are the chalk and talk…

  9. Reflections on Our First Calculus Undergraduate Teaching Assistant

    Science.gov (United States)

    Deshler, Jessica M.

    2016-01-01

    This article describes some reflections from the first Calculus I undergraduate teaching assistant in our department as she explored the various ways in which she was able to support both novice and experienced Calculus teachers and the effect of her experience on her academic and career plans.

  10. [Educating Speech Graduates and Undergraduates for Careers Other Than Teaching.

    Science.gov (United States)

    Hall, Robert N., Ed.

    1976-01-01

    The theme of this issue of "The ACA Bulletin" is the education of speech undergraduates and graduates for careers other than teaching. Included in this issue are such articles as "Employment of Speach Communication Graduates: A Rewiew of Problems and Prospects" by Robert Hall; "Employer Images of Speech Communication Majors: A Question of…

  11. Increasing Effectiveness in Teaching Ethics to Undergraduate Business Students.

    Science.gov (United States)

    Lampe, Marc

    1997-01-01

    Traditional approaches to teaching business ethics (philosophical analysis, moral quandaries, executive cases) may not be effective in persuading undergraduates of the importance of ethical behavior. Better techniques include values education, ethical decision-making models, analysis of ethical conflicts, and role modeling. (SK)

  12. Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes

    Science.gov (United States)

    Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh

    2013-01-01

    Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…

  13. The Undergraduate Leadership Teaching Assistant (ULTA): A High-Impact Practice for Undergraduates Studying Leadership

    Science.gov (United States)

    Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

    2014-01-01

    To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high- impact…

  14. Faculty Perceptions of the National Undergraduate Teaching and Learning Evaluation at Regular Higher Education Institutions from 2003 to 2008 in China

    Science.gov (United States)

    An, Jumei

    2012-01-01

    This study explored how faculty members at regular higher education institutions in China perceived the National Undergraduate Teaching and Learning Evaluation (NUTLE). Specifically, this study examined how the NUTLE influenced faculty teaching and research and how the NUTLE influenced student learning outcomes. Primarily descriptive and…

  15. Teaching Real Business Cycles to Undergraduates

    Science.gov (United States)

    Brevik, Frode; Gartner, Manfred

    2007-01-01

    The authors review the graphical approach to teaching the real business cycle model introduced in Barro. They then look at where this approach cuts corners and suggest refinements. Finally, they compare graphical and exact models by means of impulse-response functions. The graphical models yield reliable qualitative results. Sizable quantitative…

  16. Incorporating Concept Sketching into Teaching Undergraduate Geomorphology

    Science.gov (United States)

    Reusser, Lucas J.; Corbett, Lee B.; Bierman, Paul R.

    2012-01-01

    Constructing concept sketches (diagrams annotated with short captions in which students demonstrate their understanding of form, process, and interactions) provides a new and different way to teach Earth surface processes and assess the depth of student learning. During a semester-long course in Geomorphology, we used concept sketches as an…

  17. The evolution of global health teaching in undergraduate medical curricula

    Directory of Open Access Journals (Sweden)

    Rowson Mike

    2012-11-01

    Full Text Available Abstract Background Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Discussion Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health – the ‘globalised doctor’, ‘humanitarian doctor’ and ‘policy doctor’ – and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. Summary We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the

  18. The evolution of global health teaching in undergraduate medical curricula.

    Science.gov (United States)

    Rowson, Mike; Smith, Abi; Hughes, Rob; Johnson, Oliver; Maini, Arti; Martin, Sophie; Martineau, Fred; Miranda, J Jaime; Pollit, Vicki; Wake, Rae; Willott, Chris; Yudkin, John S

    2012-11-13

    Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health - the 'globalised doctor', 'humanitarian doctor' and 'policy doctor' - and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the perspective of more disciplines than just biomedicine, in order to reflect

  19. Graduate teaching assistants' perceptions of teaching competencies required for work in undergraduate science labs

    Science.gov (United States)

    Deacon, Christopher; Hajek, Allyson; Schulz, Henry

    2017-11-01

    Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, 'Clearly and effectively communicates ideas and information with students' was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

  20. Rutgers Young Horse Teaching and Research Program: undergraduate student outcomes.

    Science.gov (United States)

    Ralston, Sarah L

    2012-12-01

    Equine teaching and research programs are popular but expensive components of most land grant universities. External funding for equine research, however, is limited and restricts undergraduate research opportunities that enhance student learning. In 1999, a novel undergraduate teaching and research program was initiated at Rutgers University, New Brunswick, NJ. A unique aspect of this program was the use of young horses generally considered "at risk" and in need of rescue but of relatively low value. The media interest in such horses was utilized to advantage to obtain funding for the program. The use of horses from pregnant mare urine (PMU) ranches and Bureau of Land Management (BLM) mustangs held the risks of attracting negative publicity, potential of injury while training previously unhandled young horses, and uncertainty regarding re-sale value; however, none of these concerns were realized. For 12 years the Young Horse Teaching and Research Program received extensive positive press and provided invaluable learning opportunities for students. Over 500 students, at least 80 of which were minorities, participated in not only horse management and training but also research, event planning, public outreach, fund-raising, and website development. Public and industry support provided program sustainability with only basic University infrastructural support despite severe economic downturns. Student research projects generated 25 research abstracts presented at national and international meetings and 14 honors theses. Over 100 students went on to veterinary school or other higher education programs, and more than 100 others pursued equine- or science-related careers. Laudatory popular press articles were published in a wide variety of breed/discipline journals and in local and regional newspapers each year. Taking the risk of using "at risk" horses yielded positive outcomes for all, especially the undergraduate students.

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

    Science.gov (United States)

    Alkhateeb, Haitham M; Abed, Adnan S

    2003-10-01

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

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

    Science.gov (United States)

    Yukun, Chen

    2009-01-01

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

  3. Crossing professional barriers with peer-assisted learning: undergraduate midwifery students teaching undergraduate paramedic students.

    Science.gov (United States)

    McLelland, Gayle; McKenna, Lisa; French, Jill

    2013-07-01

    Peer assisted learning (PAL) has been shown in undergraduate programmes to be as effective as learning from instructors. PAL is a shared experience between two learners often with one being more senior to the other but usually both are studying within the same discipline. Interprofessional education occurs when two or more professionals learn with, from and about each other. Benefits of PAL in an interprofessional context have not been previously explored. As part of a final year education unit, midwifery students at Monash University developed workshops for second year undergraduate paramedic students. The workshops focused on care required during and after the birth of the baby. To investigate the benefits of an interprofessional PAL for both midwifery and paramedic students. Data for this project were obtained by both quantitative and qualitative methods. Questionnaires were distributed to both cohorts of students to explore experiences of peer teaching and learning. Results were analysed using Statistical Package for Social Sciences (SPSS). Focus groups were conducted separately with both cohorts of students and transcripts analysed using a thematic approach. Response rates from the midwifery and paramedic students were 64.9% and 44.0% respectively. The majority of students regardless of discipline enjoyed the interprofessional activity and wanted more opportunities in their curricula. After initial anxieties about teaching into another discipline, 97.3 (n = 36) of midwifery students thought the experience was worthwhile and personally rewarding. Of the paramedic students, 76.9% (n = 60) reported enjoying the interaction. The focus groups supported and added to the quantitative findings. Both midwifery and paramedic students had a new-found respect and understanding for each other's disciplines. Midwifery students were unaware of the limited knowledge paramedics had around childbirth. Paramedic students admired the depth of knowledge displayed by the midwifery

  4. Measuring the effectiveness of pharmacology teaching in undergraduate medical students.

    Science.gov (United States)

    Urrutia-Aguilar, Maria Esther; Martinez-Gonzalez, Adrian; Rodriguez, Rodolfo

    2012-03-01

    Information overload and recent curricular changes are viewed as important contributory factors to insufficient pharmacological education of medical students. This study was designed to assess the effectiveness of pharmacology teaching in our medical school. The study subjects were 455 second-year medical students, class of 2010, and 26 pharmacology teachers at the National University of Mexico Medical School. To assess pharmacological knowledge, students were required to take 3 multiple-choice exams (70 questions each) as part of their evaluation in the pharmacology course. A 30-item questionnaire was used to explore the students' opinion on teaching. Pharmacology professors evaluated themselves using a similar questionnaire. Students and teachers rated each statement on a 5-point Likert scale. The groups' exam scores ranged from 54.5% to 90.0% of correct responses, with a mean score of 77.3%. Only 73 (16%) of 455 students obtained an exam score of 90% and higher. Students' evaluations of faculty and professor self-ratings were very high (90% and 96.2%, of the maximal response, respectively). Student and professor ratings were not correlated with exam scores (r = 0.291). Our study shows that knowledge on pharmacology is incomplete in a large proportion of second-year medical students and indicates that there is an urgent need to review undergraduate training in pharmacology. The lack of relationship between the subjective ratings of teacher effectiveness and objective exam scores suggests the use of more demanding measures to assess the effectiveness of teaching.

  5. Teaching Tree-Thinking to Undergraduate Biology Students.

    Science.gov (United States)

    Meisel, Richard P

    2010-07-27

    Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and "tree-thinking" has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework.

  6. Teaching home care electronic documentation skills to undergraduate nursing students.

    Science.gov (United States)

    Nokes, Kathleen M; Aponte, Judith; Nickitas, Donna M; Mahon, Pamela Y; Rodgers, Betsy; Reyes, Nancy; Chaya, Joan; Dornbaum, Martin

    2012-01-01

    Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings.

  7. Cultivating the scientific research ability of undergraduate students in teaching of genetics.

    Science.gov (United States)

    Xing, Wan-jin; Morigen, Morigen

    2016-11-20

    The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

  8. Continuous Flow Science in an Undergraduate Teaching Laboratory: Photocatalytic Thiol-Ene Reaction Using Visible Light

    Science.gov (United States)

    Santandrea, Jeffrey; Kairouz, Vanessa; Collins, Shawn K.

    2018-01-01

    An undergraduate teaching laboratory experiment involving a continuous flow, photocatalytic thiol-ene reaction using visible-light irradiation is described that allows students to explore concepts of green chemistry, photochemistry, photocatalysis, and continuous flow chemistry.

  9. The Impact of Teaching Communication Strategies on English Speaking of Engineering Undergraduates

    Science.gov (United States)

    Kongsom, Tiwaporn

    2016-01-01

    This study investigates the impact of teaching communication strategies on Thai engineering undergraduate students' communication strategy use and strategic competence. Fifty-seven engineering undergraduate students were taught ten communication strategies for ten weeks and responded to a self-report communication strategy questionnaire before and…

  10. Challenging Ideals of Reciprocity in Undergraduate Teaching: The Unexpected Benefits of Unpredictable Cross-Cultural Fieldwork

    Science.gov (United States)

    Hammersley, Laura A.; Bilous, Rebecca H.; James, Sarah W.; Trau, Adam M.; Suchet-Pearson, Sandie

    2014-01-01

    Geographers are increasingly grappling with the theoretical and practical implications of integrating an ethics of reciprocity into undergraduate learning and teaching. This paper draws on the unexpected experiences of a third-year human geography research methods fieldtrip to examine the process of balancing undergraduate student learning and…

  11. The Teaching of Ethics in Undergraduate Accounting Programmes: The Students' Perspective

    Science.gov (United States)

    Graham, Alan

    2012-01-01

    This paper solicits the views of students in order to assess the goals and effectiveness of the teaching of ethics in undergraduate Accounting programmes. Using a survey and interviews, the opinions of second-year undergraduate students at a UK university were obtained. Their perception of the aims and importance of ethics and their preferred…

  12. The Effect of Peer Teaching on Mathematics Academic Achievement of the Undergraduate Students in Oman

    Science.gov (United States)

    Abdelkarim, Ra'ed; Abuiyada, Reem

    2016-01-01

    This study explored the effects of peer teaching on mathematics academic achievement of the undergraduate students in Oman. The sample of this study composed of (32) undergraduate female students enrolled in the course, "Mathematics for Social Sciences I" in Mathematics and Sciences Unit in Dhofar University in spring semester 2014-2015.…

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

    LENUS (Irish Health Repository)

    Prichard, David

    2012-02-01

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

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

    Science.gov (United States)

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

    2011-04-01

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

  15. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching.

    Science.gov (United States)

    Lempp, Heidi; Seale, Clive

    2004-10-02

    To study medical students' views about the quality of the teaching they receive during their undergraduate training, especially in terms of the hidden curriculum. Semistructured interviews with individual students. One medical school in the United Kingdom. 36 undergraduate medical students, across all stages of their training, selected by random and quota sampling, stratified by sex and ethnicity, with the whole medical school population as a sampling frame. Medical students' experiences and perceptions of the quality of teaching received during their undergraduate training. Students reported many examples of positive role models and effective, approachable teachers, with valued characteristics perceived according to traditional gendered stereotypes. They also described a hierarchical and competitive atmosphere in the medical school, in which haphazard instruction and teaching by humiliation occur, especially during the clinical training years. Following on from the recent reforms of the manifest curriculum, the hidden curriculum now needs attention to produce the necessary fundamental changes in the culture of undergraduate medical education.

  16. Using Primary Literature for Teaching Undergraduate Planetary Sciences

    Science.gov (United States)

    Levine, J.

    2013-05-01

    Articles from the primary scientific literature can be a valuable teaching tool in undergraduate classrooms. At Colgate University, I emphasize selected research articles in an upper-level undergraduate course in planetary sciences. In addition to their value for conveying specific scientific content, I find that they also impart larger lessons which are especially apt in planetary sciences and allied fields. First, because of the interdisciplinary nature of planetary sciences, students discover that contributions to outstanding problems may arrive from unexpected directions, so they need to be aware of the multi-faceted nature of scientific problems. For instance, after millennia of astrometric attempts, the scale of the Solar System was determined with extraordinary precision with emerging radar technology in the 1960's. Second, students learn the importance of careful work, with due attention to detail. After all, the timescales of planetary formation are encoded in systematic isotopic variations of a few parts in 10,000; in students' own experiences with laboratory data they might well overlook such a small effect. Third, students identify the often-tortuous connections between measured and inferred quantities, which corrects a common student misconception that all quantities of interest (e.g., the age of a meteorite) can be measured directly. Fourth, research articles provide opportunities for students to practice the interpretation of graphical data, since figures often represent a large volume of data in succinct form. Fifth, and perhaps of greatest importance, by considering the uncertainties inherent in reported data, students come to recognize the limits of scientific understanding, the extent to which scientific conclusions are justified (or not), and the lengths to which working scientists go to mitigate their uncertainties. These larger lessons are best mediated by students' own encounters with the articles they read, but require instructors to make

  17. Enhancing an Undergraduate Business Statistics Course: Linking Teaching and Learning with Assessment Issues

    Science.gov (United States)

    Fairfield-Sonn, James W.; Kolluri, Bharat; Rogers, Annette; Singamsetti, Rao

    2009-01-01

    This paper examines several ways in which teaching effectiveness and student learning in an undergraduate Business Statistics course can be enhanced. First, we review some key concepts in Business Statistics that are often challenging to teach and show how using real data sets assist students in developing deeper understanding of the concepts.…

  18. How to Strengthen the Connection between Research and Teaching in Undergraduate University Education

    Science.gov (United States)

    Elsen, Mariken (G.MF.); Visser-Wijnveen, Gerda J.; Van Der Rijst, Roeland M.; Van Driel, Jan H.

    2009-01-01

    This paper explores how to strengthen the research-teaching nexus in university education, in particular, how to improve the relation between policy and practice. The focus is on courses and curricula for undergraduate students. From a review of policy documents and research literature, it appeared that the research-teaching nexus can be shaped…

  19. The Pattern of History of Psychology Teaching on British Undergraduate Psychology Courses

    Science.gov (United States)

    Richards, Graham

    2005-01-01

    Teaching of History of Psychology is likely to become increasingly important as the British Psychological Society's 2002 guidelines for approved undergraduate courses are implemented. Results of a survey of History of Psychology teaching during the academic year 1999-2000 are summarised and discussed in the light of these new requirements. While…

  20. From Teaching to Learning--a New Paradigm for Undergraduate Education.

    Science.gov (United States)

    Barr, Robert B.; Tagg, John

    1995-01-01

    Two alternative paradigms for undergraduate education are compared; one holds teaching as its purpose, the other learning. The natures of the two paradigms are examined on the following dimensions: mission and purposes, criteria for success, teaching and learning structures, underlying learning theory, concepts of productivity and methods of…

  1. Teaching of ophthalmology in undergraduate curricula: a survey of Australasian and Asian medical schools.

    Science.gov (United States)

    Fan, Jennifer C; Sherwin, Trevor; McGhee, Charles N J

    2007-01-01

    Despite established international guidelines on preferred teaching components for ophthalmology in undergraduate curricula, with increasingly less specialty-based undergraduate teaching within curricula, teaching of core ophthalmology knowledge and skills may become marginalized. This survey aims to evaluate the current state of undergraduate ophthalmology teaching in Australasia and proximate Asian medical schools. A questionnaire was developed to determine the content and extent of ophthalmology teaching in the undergraduate medical curriculum. The questionnaire was sent to 25 medical schools throughout Australasia and Asia. Nineteen of the 25 questionnaires were returned (76% response rate). Ophthalmology teaching programmes ranged from 2 to 20 days: five (26%) medical schools having one ophthalmology attachment; six schools (32%) two attachments; and the remainder three or more. Only seven of the schools taught all 13 ophthalmology topics recommended in current curriculum guidelines. Ocular examination (100%), lens and cataract (95%) and ocular manifestations of systemic disease (95%) were the most commonly taught topics, with intraocular tumours only covered by 10 schools (53%). Students in 14 schools (74%) attended ophthalmology operating theatre, but only two schools (11%) offered attendance at optometry clinics. Ten schools (53%) required a pass in ophthalmology to complete the academic year. Ophthalmology may increasingly be a small, or even absent, component of undergraduate medical curricula. Despite established international ophthalmology curriculum guidelines, this survey highlights significant lack of uniformity in their implementation.

  2. Mental health teaching to UK psychology undergraduates: report of a survey

    OpenAIRE

    Cromby, John; Harper, David J.; Reavey, Paula

    2008-01-01

    One of the limitations on developing more progressive applied psychology\\ud training is the teaching received by students at undergraduate level. In this\\ud study, we focus on the provision of teaching about mental health or its\\ud equivalents (e.g. abnormal psychology and clinical psychology) on UK\\ud undergraduate psychology programmes. Most students who go on to train as\\ud clinical psychologists will have received teaching on modules like these. A\\ud survey questionnaire was sent to 109 u...

  3. Graduate and undergraduate students’ reaction to the teaching procedures used in semipresential classes

    Directory of Open Access Journals (Sweden)

    Henry Maia Peixoto

    2013-12-01

    Full Text Available The objective of this study was to investigate the reactions of undergraduate and graduate students to the teaching procedures used in semipresential classes. This exploratory study was performed with a quantitative approach at a public university, with undergraduate and graduate students who had completed semipresential classes on health promotion education. Among the 19 evaluated teaching procedures, 15 (78.9% did not show any statistically significant differences between the two academic levels. The means and medians for most variables, for both undergraduate (78.9% and graduate (89.5% students, were above 7 in a scale ranging between 0 (awful and 10 (excellent. Therefore, it is concluded that both groups showed similar reactions to the teaching procedures and gave satisfactory opinions in this regard. Understanding these aspects can support designing class disciplines that use teaching procedures that are adequate to university students. Descriptors: Education, Distance; Education, Higher; Learning; Educational Measurement.

  4. How diverse are physics instructors’ attitudes and approaches to teaching undergraduate level quantum mechanics?

    International Nuclear Information System (INIS)

    Siddiqui, Shabnam; Singh, Chandralekha

    2017-01-01

    Understanding instructors’ attitudes and approaches to teaching undergraduate-level quantum mechanics can be helpful in developing effective instructional tools to help students learn quantum mechanics. Here we discuss the findings from a survey in which 12 university faculty members reflected on various issues related to undergraduate-level quantum mechanics teaching and learning. Topics included faculty members’ thoughts on the goals of a college quantum mechanics course, general challenges in teaching the subject matter, students’ preparation for the course, views about foundational issues and the difficulty in teaching certain topics, reflection on their own learning of quantum mechanics when they were students versus how they teach it to their students and the extent to which they incorporate contemporary topics into their courses. The findings related to instructors’ attitudes and approaches discussed here can be useful in improving teaching and learning of quantum mechanics. (paper)

  5. Political Beliefs and the Academic Responsibilities of Undergraduate Teaching

    Science.gov (United States)

    Frueh, Jamie; Blaney, David L.; Dunn, Kevin; Goff, Patricia; Leonard, Eric K.; Sharoni, Simona

    2008-01-01

    This forum reconstructs a roundtable discussion about the academic responsibilities of International Relations professors with respect to their undergraduate students. Specifically, participants discuss the proper pedagogical role of professors' personal political beliefs and the best ways to encourage undergraduate students to engage political…

  6. Field Research in the Teaching of Undergraduate Soil Science

    Science.gov (United States)

    Brevik, Eric C.; Senturklu, Songul; Landblom, Douglas

    2015-04-01

    Several studies have demonstrated that undergraduate students benefit from research experiences. Benefits of undergraduate research include 1) personal and intellectual development, 2) more and closer contact with faculty, 3) the use of active learning techniques, 4) creation of high expectations, 5) development of creative and problem-solving skills, 6) greater independence and intrinsic motivation to learn, and 7) exposure to practical skills. The scientific discipline also benefits, as studies have shown that undergraduates who engage in research experiences are more likely to remain science majors and finish their degree program (Lopatto, 2007). Research experiences come as close as possible to allowing undergraduates to experience what it is like to be an academic or research member of their profession working to advance their discipline. Soils form in the field, therefore, field experiences are very important in developing a complete and holistic understanding of soil science. Combining undergraduate research with field experiences can provide extremely beneficial outcomes to the undergraduate student, including increased understanding of and appreciation for detailed descriptions and data analysis as well as an enhanced ability to see how various parts of their undergraduate education come together to understand a complex problem. The experiences of the authors in working with undergraduate students on field-based research projects will be discussed, along with examples of some of the undergraduate research projects that have been undertaken. In addition, student impressions of their research experiences will be presented. Reference Lopatto, D. 2007. Undergraduate research experiences support science career decisions and active learning. CBE -- Life Sciences Education 6:297-306.

  7. Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics

    Directory of Open Access Journals (Sweden)

    MAHDI SHAHRIARI

    2014-07-01

    Full Text Available Introduction: Bedside teaching is defined as teaching in the presence of a patient, it is a vital component of medical education. The aim of this study was to evaluate the effectiveness of two methods of case based teaching (at the bedside and in the classroom in the teaching hospitals (for both undergraduates and residents of pediatrics. Methods: Thirty undergraduates and twenty pediatric residents were asked to study a topic of their curriculum from their text then pretest was taken from learners in the two levels; then either lecture with power point or case presentation or bed side discussion were conducted. One week later posttest was taken, and then evaluation of these three methods was done by a questionnaire from learners. Results: The majority of under-graduates and all of pediatric residents had evaluated case based teaching superior to bedside teaching and these two methods superior to lecture method. Conclusion: They believed that in the case based teaching they are more relaxed and have more self-esteem than at the bedside of the patients. Clinician teacher must involve patients and learners in the process of bedside teaching, by preparing a comfortable situation and by using available technolgy.

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

    Science.gov (United States)

    Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

    2015-12-12

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

  9. The Effects of Teaching and Learning Experiences, Tempo, and Mode on Undergraduates' and Children's Symphonic Music Preferences.

    Science.gov (United States)

    Flowers, Patricia J.

    1988-01-01

    Presents a study which assessed undergraduates' and children's music preferences for examples of symphonic music. Serving as a teaching and planning experience for undergraduates, the study revealed that children's preferences were increased through undergraduate presentations and that college students used larger vocabularies when describing…

  10. The special study module: a novel approach to undergraduate teaching in occupational medicine.

    Science.gov (United States)

    Fletcher, G; Agius, R M

    1995-12-01

    Difficulties in teaching occupational medicine to undergraduates stem from the reduced availability of teaching time and the perception of the specialty. Recent changes in the General Medical Council curricular framework have permitted the development of a special study module (options course) in occupational medicine, in which a small number of motivated undergraduates elected to participate and which was adequately resourced. This course laid particular emphasis on changing students' attitudes towards the specialty, self-learning techniques, problem-solving and other skills such as workplace assessment. The objectives, content and teaching methods of the course are described, as is a preliminary evaluation. It is suggested that other medical schools should adopt and refine this approach in order to improve the quality of undergraduate training in at least a proportion of the output of medical schools.

  11. Teaching Epidemiology at the Undergraduate Level: Considerations and Approaches.

    Science.gov (United States)

    Goldmann, Emily; Stark, James H; Kapadia, Farzana; McQueen, Matthew B

    2018-06-01

    The rapid growth in undergraduate public health education has offered training in epidemiology to an increasing number of undergraduate students. Epidemiology courses introduce undergraduate students to a population health perspective and provide opportunities for these students to build essential skills and competencies such as ethical reasoning, teamwork, comprehension of scientific methods, critical thinking, quantitative and information literacy, ability to analyze public health information, and effective writing and oral communication. Taking a varied approach and incorporating active learning and assessment strategies can help engage students in the material, improve comprehension of key concepts, and further develop key competencies. In this commentary, we present examples of how epidemiology may be taught in the undergraduate setting. Evaluation of these approaches and others would be a valuable next step.

  12. Incorporating Local Culture in English Teaching Material for Undergraduate Students

    Directory of Open Access Journals (Sweden)

    Wijaya Mahardika I Gusti Ngurah Agung

    2018-01-01

    Full Text Available This paper discusses the incorporation of local cultural material in a teaching material developed for the students of the Hinduism Education Department of IHDN Denpasar. Teaching material plays an important part in teaching learning process, yet inappropriate teaching materials may become more harmful than useful. The unique nature of the HED students warranted the need for a tailor-made teaching material. The study found that the use of culturally familiar materials is beneficial for the students learning process. The result of the study also highlighted students’ needs and prior knowledge as the main factors to be considered when developing teaching material.

  13. Research articles as a didatic tool in undergraduate chemistry teaching

    OpenAIRE

    Massi, Luciana; Santos, Gelson Ribeiro dos; Ferreira, Jerino Queiroz; Queiroz, Salete Linhares

    2009-01-01

    Chemistry teachers increasingly use research articles in their undergraduate courses. This trend arises from current pedagogical emphasis on active learning and scientific process. In this paper, we describe some educational experiences on the use of research articles in chemistry higher education. Additionally, we present our own conclusions on the use of such methodology applied to a scientific communication course offered to undergraduate chemistry students at the University of São Paulo, ...

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

    Science.gov (United States)

    Carpenter, Stacey L.

    2015-01-01

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

  15. Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

    Science.gov (United States)

    Meibauer, Gustav; Aagaard Nøhr, Andreas

    2018-01-01

    This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the…

  16. Undergraduate teaching of nuclear medicine: a comparison between Central and Eastern Europe and European Union countries

    International Nuclear Information System (INIS)

    Lass, P.; Scheffler, J.; Bandurski, T.

    2003-01-01

    This paper overviews the curricula of nuclear medicine (NM) undergraduate training in 34 Central and Eastern European (CEE) and 37 European Union (EU) medical faculties. The data show enormous variation in the number of hours devoted to nuclear medicine, varying between 1-2 to 40 hours and highly differentiated concepts/ideas of nuclear medicine training in particular countries. In most EU countries this teaching is integrated with that of radiology or clinical modules, also with training in clinical physiology. In many CEE countries teaching and testing of NM are independent, although integration with other teaching modules is frequent. The paper discusses the differences in particular approaches to nuclear medicine teaching. (author)

  17. Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

    Science.gov (United States)

    Anderton, Ryan S.; Chiu, Li Shan; Aulfrey, Susan

    2016-01-01

    Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health…

  18. Undergraduate radiology education in private and public teaching hospitals in Karachi, Pakistan: teaching duties, methodologies, and rewards

    Science.gov (United States)

    Nadeem, Naila; Khawaja, Ranish Deedar Ali; Beg, Madiha; Naeem, Muhammad; Majid, Zain

    2013-01-01

    Background In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan. Methods A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants. Results The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards. Conclusion All radiologists and residents working in an

  19. Anaesthetic specialist registrars in Ireland: current teaching practices and perceptions of their role as undergraduate teachers.

    LENUS (Irish Health Repository)

    Walsh, K

    2012-02-03

    BACKGROUND AND OBJECTIVES: Teaching is an important responsibility of non-consultant hospital doctors. In Ireland, specialist registrars (SpRs) in anaesthesia are contractually obliged to teach medical students, other doctors and nurses. Both medical students and fellow non-consultant hospital doctors attribute between 30 and 40% of their knowledge gain to non-consultant hospital doctors. METHODS: We carried out a confidential telephone survey of anaesthetic SpRs in Ireland regarding their current teaching practices and the perceptions of their role as undergraduate teachers. All the SpRs currently working in clinical practice in Ireland were eligible. RESULTS: Fifty-five of the 79 (70%) SpRs responded to the questionnaire. Only 7 (12.7%) of the respondents said they had been well trained as a teacher. The majority of the respondents stated that they would attend a learning-to-teach course\\/workshop if one was available, and felt that such a course would improve their ability as a teacher. Only 8 (14.5%) agreed that adequate emphasis is placed on commitment to teaching in the assessment of SpRs, both by individual departments and by the College of Anaesthetists. Anaesthetic SpRs in Ireland spend a considerable amount of time each day teaching undergraduate medical students, the majority (68.9%) stated that they had inadequate time to prepare for teaching. CONCLUSION: The majority of the respondents stated that they enjoy teaching, feel that they play an important role in undergraduate teaching but have inadequate time to prepare for teaching. An adequate emphasis is not placed on their commitment to teaching.

  20. Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

    Science.gov (United States)

    Chrispeels, H. E.; Klosterman, M. L.; Martin, J. B.; Lundy, S. R.; Watkins, J. M.; Gibson, C. L.

    2014-01-01

    This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students. PMID:25452487

  1. Teaching Basic Probability in Undergraduate Statistics or Management Science Courses

    Science.gov (United States)

    Naidu, Jaideep T.; Sanford, John F.

    2017-01-01

    Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian…

  2. Teaching Undergraduate Mathematics Using CAS Technology: Issues and Prospects

    Science.gov (United States)

    Tobin, Patrick C.; Weiss, Vida

    2016-01-01

    The use of handheld CAS technology in undergraduate mathematics courses in Australia is paradoxically shrinking under sustained disapproval or disdain from the professional mathematics community. Mathematics education specialists argue with their mathematics colleagues over a range of issues in course development and this use of CAS or even…

  3. Teaching Cognitive-Behavioral Therapy to Undergraduate Psychology Students

    Science.gov (United States)

    Ryan, Tracey Ellen; Blau, Shawn; Grozeva, Dima

    2011-01-01

    This article describes an experimental undergraduate psychology course that ran for two semesters during the 2009 academic year at a private, urban university in the United States. Students learned the techniques and strategies of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT) with a focus on the practical elements…

  4. The Joyce of Teaching: Some Notes on Presenting James Joyce to Undergraduates.

    Science.gov (United States)

    Scarry, John

    Problems in the teaching of James Joyce to undergraduates are explored in a discussion of the "Dubliners", "A Portrait of the Artist", "Ulysses", and "Finnegans Wake". Several multimedia approaches, including the use of records and film-making, are suggested for overcoming other problems encountered due to time factors, presentation of background…

  5. Insights into Teaching Quantum Mechanics in Secondary and Lower Undergraduate Education

    Science.gov (United States)

    Krijtenburg-Lewerissa, K.; Pol, H. J.; Brinkman, A.; van Joolingen, W. R.

    2017-01-01

    This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and…

  6. Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

    Science.gov (United States)

    Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

    2013-01-01

    Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural…

  7. A survey to assess family physicians' motivation to teach undergraduates in their practices.

    Science.gov (United States)

    May, Marcus; Mand, Peter; Biertz, Frank; Hummers-Pradier, Eva; Kruschinski, Carsten

    2012-01-01

    In Germany, family physicians (FPs) are increasingly needed to participate in undergraduate medical education. Knowledge of FPs' motivation to teach medical students in their practices is lacking. To describe a novel questionnaire that assesses the motivation of FPs to teach undergraduates in their practices and to show the results of a subsequent survey using this instrument. The questionnaire was developed based on a review of the literature. Previously used empirical instruments assessing occupational values and motivation were included. A preliminary version was pretested in a pilot study. The resulting 68-item questionnaire was sent to 691 FPs involved in undergraduate medical education. Reliability was assessed and subgroups were analyzed with regard to differences in motivation. A total of 523 physicians in n = 458 teaching practices participated (response rate 75.7%). 'Helping others' and 'interest' were revealed as the predominant motives. Responses showed a predominantly intrinsic motivation of the participating FPs. Their main incentives were an ambition to work as a medical preceptor, to generally improve undergraduate education and to share knowledge. Material compensation was of minor importance. Time restraints were indicated as a barrier by some FPs, but were not a general concern. German FPs involved in medical education have altruistic attitudes towards teaching medical students in their practices. Motivational features give an important insight for the recruitment of FP preceptors as well as for their training in instructional methods.

  8. Teaching the Geoweb: Interdisciplinary Undergraduate Research in Wireless Sensor Networks, Web Mapping, and Geospatial Data Management

    Science.gov (United States)

    Abernathy, David

    2011-01-01

    This article addresses an effort to incorporate wireless sensor networks and the emerging tools of the Geoweb into undergraduate teaching and research at a small liberal arts college. The primary goal of the research was to identify the hardware, software, and skill sets needed to deploy a local sensor network, collect data, and transmit that data…

  9. Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

    Science.gov (United States)

    Sarkar, Nurul I.

    2013-01-01

    Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…

  10. Analyzing the Psychological Symptoms of Students in Undergraduate Program in Elementary Mathematics Teaching

    Science.gov (United States)

    Masal, Ercan; Koc, Mustafa; Colak, Tugba Seda; Takunyaci, Mithat

    2013-01-01

    The main purpose of this research is to analyse whether there is a difference or not in levels of having psychological symptoms of the students of undergraduate program in elementary mathematics teaching. Another aim of the research is to determine whether the levels of having psychological symptoms of the students differ or not regarding various…

  11. Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach It

    Science.gov (United States)

    Ruiz, Ana; Warchal, Judith

    2014-01-01

    The American Psychological Association (APA) recently approved a new set of "Guidelines for the undergraduate psychology major, version 2.0" (APA, 2013a) which addressed ethics specifically. Yet the teaching of ethics receives little attention in publications, national and international institutes, and conferences. Few guidelines for…

  12. Permanent foresty plots: a potentially valuable teaching resource in undergraduate biology porgrams for the Caribbean

    Science.gov (United States)

    H. Valles; C.M.S. Carrington

    2016-01-01

    There has been a recent proposal to change the way that biology is taught and learned in undergraduate biology programs in the USA so that students develop a better understanding of science and the natural world. Here, we use this new, recommended teaching– learning framework to assert that permanent forestry plots could be a valuable tool to help develop biology...

  13. Teaching Macroeconomics after the Crisis: A Survey among Undergraduate Instructors in Europe and the United States

    Science.gov (United States)

    Gärtner, Manfred; Griesbach, Björn; Jung, Florian

    2013-01-01

    The Great Recession raised questions of what and how macroeconomists teach at academic institutions around the globe, and what changes in the macroeconomics curriculum should be made. The authors conducted a survey of undergraduate macroeconomics instructors affiliated with colleges and universities in Europe and the United States at the end of…

  14. Clarity in Teaching and Active Learning in Undergraduate Microbiology Course for Non-Majors

    Science.gov (United States)

    Marbach-Ad, Gili; McGinnis, J. Randy; Pease, Rebecca; Dai, Amy H.; Schalk, Kelly A.; Benson, Spencer

    2010-01-01

    We investigated a pedagogical innovation in an undergraduate microbiology course (Microbes and Society) for non-majors and education majors. The goals of the curriculum and pedagogical transformation were to promote active learning and concentrate on clarity in teaching. This course was part of a longitudinal project (Project Nexus) which…

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

    Science.gov (United States)

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

    2016-01-01

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

  16. A survey to assess family physicians' motivation to teach undergraduates in their practices.

    Directory of Open Access Journals (Sweden)

    Marcus May

    Full Text Available BACKGROUND: In Germany, family physicians (FPs are increasingly needed to participate in undergraduate medical education. Knowledge of FPs' motivation to teach medical students in their practices is lacking. PURPOSE: To describe a novel questionnaire that assesses the motivation of FPs to teach undergraduates in their practices and to show the results of a subsequent survey using this instrument. METHODS: The questionnaire was developed based on a review of the literature. Previously used empirical instruments assessing occupational values and motivation were included. A preliminary version was pretested in a pilot study. The resulting 68-item questionnaire was sent to 691 FPs involved in undergraduate medical education. Reliability was assessed and subgroups were analyzed with regard to differences in motivation. RESULTS: A total of 523 physicians in n = 458 teaching practices participated (response rate 75.7%. 'Helping others' and 'interest' were revealed as the predominant motives. Responses showed a predominantly intrinsic motivation of the participating FPs. Their main incentives were an ambition to work as a medical preceptor, to generally improve undergraduate education and to share knowledge. Material compensation was of minor importance. Time restraints were indicated as a barrier by some FPs, but were not a general concern. CONCLUSION: German FPs involved in medical education have altruistic attitudes towards teaching medical students in their practices. Motivational features give an important insight for the recruitment of FP preceptors as well as for their training in instructional methods.

  17. Insights into teaching quantum mechanics in secondary and lower undergraduate education: A literature review

    NARCIS (Netherlands)

    Krijtenburg-Lewerissa, Kim; Pol, Henk; Brinkman, Alexander; van Joolingen, Wouter|info:eu-repo/dai/nl/073458872

    2017-01-01

    This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences

  18. Insights into teaching quantum mechanics in secondary and lower undergraduate education

    NARCIS (Netherlands)

    Krijtenburg-Lewerissa, Kim; Pol, Hendrik Jan; Brinkman, Alexander; van Joolingen, Wouter

    2017-01-01

    This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences

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

    Science.gov (United States)

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

    2013-01-01

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

  20. When Theory Meets Practice: A New Approach for Teaching Undergraduate Sales Management Courses

    Science.gov (United States)

    O'Reilly, Kelley A.

    2015-01-01

    Most sales management undergraduate courses teach students about sales management rather than how to successfully manage a sales team. A desire to change this paradigm resulted in a newly designed hands-on, skill-based sales management course that uses business case studies in combination with students developing, practicing, and performing the…

  1. Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2017-01-01

    Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

  2. Development of a Teaching Methodology for Undergraduate Human Development in Psychology

    Science.gov (United States)

    Rodriguez, Maria A.; Espinoza, José M.

    2015-01-01

    The development of a teaching methodology for the undergraduate Psychology course Human Development II in a private university in Lima, Peru is described. The theoretical framework consisted of an integration of Citizen Science and Service Learning, with the application of Information and Communications Technology (ICT), specifically Wikipedia and…

  3. Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level

    Science.gov (United States)

    Devendiran, G.; Vakkil, M.

    2017-01-01

    This study attempts to discover the effectiveness of an e-content package when teaching IUPAC nomenclature of organic chemistry at the undergraduate level. The study consisted of a Pre-test-Post-test Non Equivalent Groups Design, and the sample of 71 (n = 71) students were drawn from two colleges. The overall study was divided into two groups, an…

  4. Multimedia as a Means to Enhance Teaching Technical Vocabulary to Physics Undergraduates in Rwanda

    Science.gov (United States)

    Rusanganwa, Joseph

    2013-01-01

    This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning…

  5. An ideal teaching program of nuclear chemistry in the undergraduate chemistry curriculum

    International Nuclear Information System (INIS)

    Uenak, T.

    2009-01-01

    It is well known that several reports on the common educational problems of nuclear chemistry have been prepared by certain groups of experts from time to time. According to very important statements in these reports, nuclear chemistry and related courses generally do not take sufficient importance in undergraduate chemistry curricula and it was generally proposed that nuclear chemistry and related courses should be introduced into undergraduate chemistry curricula at universities worldwide. Starting from these statements, an ideal program in an undergraduate chemistry curriculum was proposed to be introduced into the undergraduate chemistry program at the Department of Chemistry, Ege University, in Izmir, Turkey during the regular updating of the chemistry curriculum. Thus, it has been believed that this Department of Chemistry has recently gained an ideal teaching program in the field of nuclear chemistry and its applications in scientific, industrial, and medical sectors. In this contribution, the details of this program will be discussed. (author)

  6. Undergraduate teaching in geriatric medicine using computer-aided learning improves student performance in examinations.

    Science.gov (United States)

    Daunt, Laura A; Umeonusulu, Patience I; Gladman, John R F; Blundell, Adrian G; Conroy, Simon P; Gordon, Adam L

    2013-07-01

    computer-aided learning (CAL) is increasingly used to deliver teaching, but few studies have evaluated its impact on learning within geriatric medicine. We developed and implemented CAL packages on falls and continence, and evaluated their effect on student performance in two medical schools. traditional ward based and didactic teaching was replaced by blended learning (CAL package combined with traditional teaching methods). Examination scores were compared for cohorts of medical students receiving traditional learning and those receiving blended learning. Control questions were included to provide data on cohort differences. in both medical schools, there was a trend towards improved scores following blended learning, with a smaller number of students achieving low scores (P learning was associated with improvement in student examination performance, regardless of the setting or the methods adopted, and without increasing teaching time. Our findings support the use of CAL in teaching geriatric medicine, and this method has been adopted for teaching other topics in the undergraduate curriculum.

  7. Applying Agile Principles in Teaching Undergraduate Information Technology Project Management

    Science.gov (United States)

    Budu, Joseph

    2018-01-01

    This article describes how the traditional teaching and learning activities over the years have been challenged to be agile--easily adaptable to changing classroom conditions. Despite this new phenomenon, there is a perceived paucity of agile-in-teaching research. Available studies neither focus on the use of agile principles beyond delivering…

  8. The teaching of nursing management in undergraduate: an integrative review

    Directory of Open Access Journals (Sweden)

    Mara Solange Gomes Dellaroza

    2015-03-01

    Full Text Available The study aims to identify the dynamics of teaching management in nursing degree. It is an integrative literature review with research conducted in the following online database platforms: SciELO, Medline, Lilacs and BDENF. The keywords used in the study were: competency-based education, professional competence, education, nursing, organization and administration, management, nursing, educational assessment, organization of management services, management of professional practice and education. All articles published in the last 10 years which answered the question presented to approach the teaching of nursing management in Brazil, published in any language were included. Those that were not presented in full text were excluded. Of the 1432 studies identified after matching the keywords, only 8 were selected for answering objective of this review. From these results, three related themes emerged: the teaching plans, workload and program content; methodologies of teaching and learning in nursing management; challenges faced in developing the teaching of nursing management.

  9. Teaching Strategies for Personality Assessment at the Undergraduate Level.

    Science.gov (United States)

    Roche, Michael J; Jacobson, Nicholas C; Roche, Carley A

    2017-01-01

    Personality assessment is a crucial component of clinical practice, and the training and proficiency criteria to develop competence are complex and multifaceted. Like many advanced topics, the field of personality assessment would benefit from early exposure in undergraduate classroom settings. This research evaluates how an undergraduate personality course can be enhanced through 2 enrichment activities (self-assessments and a personality project). Students completed several self-assessments of their personality and wrote a comprehensive and integrative personality assessment about themselves. Results demonstrated that these activities increased interest in personality assessment, deepened understanding of course material, and promoted student growth and self-exploration. We discuss the benefits of these enrichment activities for the student, instructor, and field of personality science.

  10. Easy computer assisted teaching method for undergraduate surgery

    OpenAIRE

    Agrawal, Vijay P

    2015-01-01

    Use of computers to aid or support the education or training of people has become commonplace in medical education. Recent studies have shown that it can improve learning outcomes in diagnostic abilities, clinical skills and knowledge across different learner levels from undergraduate medical education to continuing medical education. It also enhance the educational process by increasing access to learning materials, standardising the educational process, providing opportunities for asynchron...

  11. Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education.

    Science.gov (United States)

    Hellman, Ann N; Cass, Cary; Cathey, Heather; Smith, Sarah L; Hurley, Shelia

    This article presents results of an exploratory qualitative study examining gains in empathy and social justice beliefs among undergraduate nursing students. As undergraduate nursing education provides the foundation for future forensic nurses, developing successful methods to increase beliefs and behaviors of social empathy and social justice among nursing students will have a beneficial effect on the specialty of forensic nursing. As such, a team of nursing researchers explored the effects of a poverty simulation on the social empathy and social justice beliefs held by undergraduate students. The research team conducted an exploratory qualitative study of student reflective journals. Using an inductive interpretive process, the researchers performed a content analysis of student responses. The researchers identified three constitutive patterns and eight supporting themes as reflected in the students' reflective journals after participation in poverty simulation sessions. This research study found that, when nursing students participate in poverty simulation experiences, they gain an increased understanding of the vulnerability and complexities of living in poverty and are motivated to both advocate for patients and become change agents. Such increases in social empathy and promotion of social justice will inevitably positively affect their future practice and inform their development as forensic nurses.

  12. Guided Self-Education in the Undergraduate Teaching of Gastroenterology

    Science.gov (United States)

    Dworken, Harvey J.

    1974-01-01

    The objective of the study reported was to develop and to evaluate a multifaceted teaching program in gastroenterology for second-year students of medicine. Critical information is defined in a narrative, problem-oriented, pathophysiological core syllabus. (Editor)

  13. An integrated literature review of undergraduate peer teaching in ...

    African Journals Online (AJOL)

    PAL) has been receiving more attention in the teaching of medical and allied health students. Many advantages have been described in the literature, but much more research is needed. Challenges with the academic platform at a specific ...

  14. Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK

    Science.gov (United States)

    Vázquez, Daniel

    2014-01-01

    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall…

  15. Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University.

    Science.gov (United States)

    McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J

    2010-01-01

    Today's students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our program was developed and validated at the 2 nd largest ethnically diverse research university in the United States, thus we believe that it would be effective in a variety of student populations.

  16. [Level of teaching competence at the Undergraduate Medical Internship of UNAM's Faculty of Medicine].

    Science.gov (United States)

    Martínez-González, Adrián; Lifshitz-Guinzberg, Alberto; González-Quintanilla, Eduardo; Monterrosas-Rojas, Ana María; Flores-Hernández, Fernando; Gatica-Lara, Florina; Martínez-Franco, Adrián Israel; Sánchez-Mendiola, Melchor

    2017-01-01

    There is no systematic evaluation of teaching performance in the clinical area at UNAM Faculty of Medicine. The study purpose is to assess the teaching competence level in the Undergraduate Medical Internship (UMI). The paper describes the process of psychometric validity for the instrument designed to evaluate teaching competence in the UMI. This instrument was constructed from two previously developed instruments. The final version with 54 items in a Likert scale was studied with exploratory factorial analysis. Four dimensions were obtained: Solution of clinical problems, Psychopedagogy, Mentoring, and Evaluation. The instrument had a reliability of 0.994, with an explained variance of 77.75%. To evaluate the teaching competence level, we administered 844 questionnaires to a sample of students with a response rate of 89%. We obtained an overall global score of 89.4 ± 9.6 (mean ± SD). The dimension Solution of clinical problems was the one with a greater value, in contrast with the dimension of Evaluation, which had a lower score. The teachers of the UMI are considered educators with high level of teaching competence, according to the perceptions of the undergraduate internal doctors. The evaluation of teaching competence level is very important for institutions that look for the continuous professional development of its faculty.

  17. Hybrid teaching method for undergraduate student in Marine Geology class in Indonesia

    Science.gov (United States)

    Yusuf Awaluddin, M.; Yuliadi, Lintang

    2016-04-01

    Bridging Geosciences to the future generations in interesting and interactive ways are challenging for lecturers and teachers. In the past, one-way 'classic' face-to-face teaching method has been used as the only alternative for undergraduate's Marine Geology class in Padjadjaran University, Indonesia. Currently, internet users in Indonesia have been increased significantly, among of them are young generations and students. The advantage of the internet as a teaching method in Geosciences topic in Indonesia is still limited. Here we have combined between the classic and the online method for undergraduate teaching. The case study was in Marine Geology class, Padjadjaran University, with 70 students as participants and 2 instructors. We used Edmodo platform as a primary tool in our teaching and Dropbox as cloud storage. All online teaching activities such as assignment, quiz, discussion and examination were done in concert with the classic one with proportion 60% and 40% respectively. We found that the students had the different experience in this hybrid teaching method as shown in their feedback through this platform. This hybrid method offers interactive ways not only between the lecturers and the students but also among students. Classroom meeting is still needed to expose their work and for general discussion.Nevertheless, the only problem was the lack of internet access in the campus when all our students accessing the platform at the same time.

  18. Peer-assisted learning--beyond teaching: How can medical students contribute to the undergraduate curriculum?

    Science.gov (United States)

    Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah

    2014-09-01

    Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.

  19. Does the Pedagogy for the Teaching of First Year Undergraduate Laboratory Practicals Still Meet the Needs of the Curriculum?

    OpenAIRE

    Ann Hopper

    2014-01-01

    This work examines the teaching approach for chemistry laboratory practicals for first year undergraduate students to determine if the underpinning pedagogical strategy meets the requirements for these students for the remainder of their undergraduate programme. This is based on the knowledge, skills, content and learning outcomes for undergraduate chemistry courses. This work aims to enhance the first year experience of chemistry education by facilitating greater student engagement and “deep...

  20. Journalism Meets Interaction Design: An Interdisciplinary Undergraduate Teaching Initiative

    Science.gov (United States)

    Angus, Daniel; Doherty, Skye

    2015-01-01

    As the media industry moves to a post-industrial model, there is a need for journalists--current and future--to have a deeper understanding of the ways that technology impacts their work and how best to produce journalism for mobile and networked devices. This article examines a teaching initiative designed to introduce journalism students to…

  1. Argument Complexity: Teaching Undergraduates to Make Better Arguments

    Science.gov (United States)

    Kelly, Matthew A.; West, Robert L.

    2017-01-01

    The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory.…

  2. Web Conferencing and ICTs to Enhance Undergraduate Science Teaching

    Science.gov (United States)

    Seufferheld, Manfredo J.; Scagnoli, Norma I.

    2011-01-01

    The last decade has seen a great variety in the ways in which instructors have incorporated the World Wide Web into their traditional classroom courses; however, this combination has not always translated into changes or improvements in teaching and learning. The real challenge has proved to be not the addition of web resources to the traditional…

  3. Integrating Catholic Social Teaching into Undergraduate Accounting Courses

    Science.gov (United States)

    Haen, Jason

    2013-01-01

    The world of work that students enter after graduation will not mirror the straightforward world portrayed by their textbooks. They will be required to make decisions that will affect more than the bottom line. Faculty at Catholic business schools can integrate the components of Catholic social teaching (CST) into the classroom to help equip…

  4. Teaching Race: Pedagogical Challenges in Predominantly White Undergraduate Theology Classrooms

    Science.gov (United States)

    Scheid, Anna Floerke; Vasko, Elisabeth T.

    2014-01-01

    While a number of scholars in the field of Christian theology have argued for the importance of teaching diversity and social justice in theology and religious studies classrooms, little has been done to document and assess formally the implementation of such pedagogy. In this article, the authors discuss the findings of a yearlong Scholarship of…

  5. Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

    Science.gov (United States)

    Mandeville, David; Stoner, Mark

    2015-01-01

    The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

  6. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    Science.gov (United States)

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-08

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

  7. English-assisted Teaching Pertaining to Pulp and Paper in Chinese Universities: An Undergraduate Perspective

    Directory of Open Access Journals (Sweden)

    Jing Shen

    2014-05-01

    Full Text Available Currently, about 20 universities in China offer undergraduate courses related to pulp and paper. This large number is congruent with the rapid development of the Chinese pulp and paper industry in the past several decades. In the context of ever-increasing internationalization and global cooperation, English-assisted teaching in Chinese universities has much potential. The wide-spread implementation of English-assisted teaching would promote the career development of students and help foster the advancement of the Chinese pulp and paper industry.

  8. Teaching of Botany in higher education: representations and discussions of undergraduate students

    OpenAIRE

    Silva, João Rodrigo Santos da; Guimarães, Fernando; Sano, Paulo Takeo

    2016-01-01

    The teaching of botany is characterised as being taught in a technical and uninteresting way for students. The objective of this work is to find out what students think of the way Botany is taught and their views on this as students and in the future as teachers. To achieve this objective an open questionnaire was given to first year undergraduate students studying Biological Sciences. Two hundred and twenty one students from four different Universities filled in the questionnaire. From the r...

  9. “Surfing in the cell” - an investigative game for teaching cytoskeleton concepts for undergraduate students

    OpenAIRE

    Alves Gomes, G.

    2009-01-01

    The educational role of games becomes evident as students are more active, able to take decisions, solve problems and react to the results of their own decisions. The educative board game Discovering the Cell is based on problem-solving learning. This game challenges students to collect, discuss and interpret clues in order to decipher a question. In this work we evaluated the game as a tool for teaching health sciences undergraduate students from Rio de Janeiro. In a questionnaire-based anal...

  10. Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

    Science.gov (United States)

    Vogel, Daniela; Harendza, Sigrid

    2016-01-01

    Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

  11. Teaching communication skills and medical ethics to undergraduate medical student

    Directory of Open Access Journals (Sweden)

    SADIA AHSIN

    2013-07-01

    Full Text Available Introduction: The purpose of this study was to improve communication skills and knowledge of bioethics of last year medical students doing clerkship and to evaluate the effectiveness of using workshops for this purpose from students’ point of view, in order to continue such programs in future. Methods: After Ethical approval for the study a two-day workshop on teaching effective communication skills and principles of medical ethics was planned and conducted by the department of Medical Education through multidisciplinary faculty of Foundation University Medical College, Pakistan. A total of 102 last year medical students participated in this workshop. The students were divided into 8 groups each containing 12 students. A team of pre trained facilitators for each group conducted the group activities. Teaching strategies including interactive discussions on basic principles of doctor-patient relationship, power point presentations, day to day case scenarios, video clips and presentations involving students in role plays were used. Pre and post workshop self evaluation proformas about knowledge and skills of communication and medical ethics were rated (0=none, 1=below average, 2=average, 3=above average, 4=very good, 5=excellent by the students. Results: 89 out of 102 participants returned the proformas. A significant percentage of students (%82 showed improvement in their knowledge and skills of appreciating bioethical issues like valid informed consent, patient confidentiality, end of life issues and breaking bad news by rating as “very good” after participation in the workshop. More than %70 students recommended this activity for other students. Conclusion: Teaching through interactive workshops was found to be an effective method as reflected by students’ feedback. Therefore, the program will be continued in future.

  12. Teaching undergraduates the process of peer review: learning by doing.

    Science.gov (United States)

    Rangachari, P K

    2010-09-01

    An active approach allowed undergraduates in Health Sciences to learn the dynamics of peer review at first hand. A four-stage process was used. In stage 1, students formed self-selected groups to explore specific issues. In stage 2, each group posted their interim reports online on a specific date. Each student read all the other reports and prepared detailed critiques. In stage 3, each report was discussed at sessions where the lead discussant was selected at random. All students participated in the peer review process. The written critiques were collated and returned to each group, who were asked to resubmit their revised reports within 2 wk. In stage 4, final submissions accompanied by rebuttals were graded. Student responses to a questionnaire were highly positive. They recognized the individual steps in the standard peer review, appreciated the complexities involved, and got a first-hand experience of some of the inherent variabilities involved. The absence of formal presentations and the opportunity to read each other's reports permitted them to study issues in greater depth.

  13. Teaching forensic pathology to undergraduates at Zhongshan School of Medicine.

    Science.gov (United States)

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

    2018-04-01

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

  14. An investigation of communication patterns and strategies between international teaching assistants and undergraduate students in university-level science labs

    Science.gov (United States)

    Gourlay, Barbara Elas

    This research project investigates communication between international teaching assistants and their undergraduate students in university-level chemistry labs. During the fall semester, introductory-level chemistry lab sections of three experienced non-native speaking teaching assistants and their undergraduate students were observed. Digital audio and video recordings documented fifteen hours of lab communication, focusing on the activities and interactions in the first hour of the chemistry laboratory sessions. In follow-up one-on-one semi-structured interviews, the participants (undergraduates, teaching assistants, and faculty member) reviewed interactions and responded to a 10-item, 7-point Likert-scaled interview. Interactions were classified into success categories based on participants' opinions. Quantitative and qualitative data from the observations and interviews guided the analysis of the laboratory interactions, which examined patterns of conversational listening. Analysis of laboratory communication reveals that undergraduates initiated nearly two-thirds of laboratory communication, with three-fourths of interactions less than 30 seconds in duration. Issues of gender and topics of interaction activity were also explored. Interview data identified that successful undergraduate-teaching assistant communication in interactive science labs depends on teaching assistant listening comprehension skills to interpret and respond successfully to undergraduate questions. Successful communication in the chemistry lab depended on the coordination of visual and verbal sources of information. Teaching assistant responses that included explanations and elaborations were also seen as positive features in the communicative exchanges. Interaction analysis focusing on the listening comprehension demands placed on international teaching assistants revealed that undergraduate-initiated questions often employ deixis (exophoric reference), requiring teaching assistants to

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

    Science.gov (United States)

    Mack, Michael Ryan

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

  16. Combining Research and Teaching in the Undergraduate Classroom

    Science.gov (United States)

    Cannon, John M.

    2013-01-01

    Bridging the gap between scholarship and teaching is perhaps the most difficult challenge facing faculty members in the sciences. Here I discuss a pedagogical strategy that combines these seemingly disconnected areas. In a semester-long, upper-level astronomical techniques class that has been offered three times at Macalester College, I have integrated a major research component into the curriculum. In each iteration of the course, students have analyzed new scientific data acquired with the National Radio Astronomy Observatory's Very Large Array (either from General Observer programs or from the "Observing for University Classes" program). Each of the three courses has produced a journal article in the peer-reviewed literature (Cannon et al. 2010, 2011, 2012); every student enrolled in these three courses is now a co-author on one of these manuscripts. Representative course design materials are presented here to motivate faculty members with diverse research specialties to undertake similar endeavors.

  17. Small Group Teaching in Undergraduate Science. Higher Education Learning Project (h.e.l.p.) - Physics.

    Science.gov (United States)

    Ogborn, Jon, Ed.; And Others

    While this book is focused primarily on the tutorials held in the British universities, it offers many insights that can improve the teaching in the discussion sections so common in our large universities. Introductions to analyses of group processes of technical language, and of questions are given. Lesson plans for skill building sessions are…

  18. Ultrasound-based teaching of cardiac anatomy and physiology to undergraduate medical students.

    Science.gov (United States)

    Hammoudi, Nadjib; Arangalage, Dimitri; Boubrit, Lila; Renaud, Marie Christine; Isnard, Richard; Collet, Jean-Philippe; Cohen, Ariel; Duguet, Alexandre

    2013-10-01

    Ultrasonography is a non-invasive imaging modality that offers the opportunity to teach living cardiac anatomy and physiology. The objectives of this study were to assess the feasibility of integrating an ultrasound-based course into the conventional undergraduate medical teaching programme and to analyse student and teacher feedback. An ultrasound-based teaching course was implemented and proposed to all second-year medical students (n=348) at the end of the academic year, after all the conventional modules at our faculty. After a brief theoretical and practical demonstration, students were allowed to take the probe and use the ultrasound machine. Students and teachers were asked to complete a survey and were given the opportunity to provide open feedback. Two months were required to implement the entire module; 330 (95%) students (divided into 39 groups) and 37 teachers participated in the course. Student feedback was very positive: 98% of students agreed that the course was useful; 85% and 74% considered that their understanding of cardiac anatomy and physiology, respectively, was improved. The majority of the teachers (97%) felt that the students were interested, 81% agreed that the course was appropriate for second-year medical students and 84% were willing to participate to future sessions. Cardiac anatomy and physiology teaching using ultrasound is feasible for undergraduate medical students and enhances their motivation to improve their knowledge. Student and teacher feedback on the course was very positive. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

  19. Integrating Research-Informed Teaching within an Undergraduate Level 4 (Year 1) Diagnostic Radiography Curriculum: A Pilot Study

    Science.gov (United States)

    Higgins, Robert; Hogg, Peter; Robinson, Leslie

    2013-01-01

    This article discusses the piloting and evaluation of the Research-informed Teaching experience (RiTe) project. The aim of RiTe was to link teaching and learning with research within an undergraduate diagnostic radiography curriculum. A preliminary pilot study of RiTe was undertaken with a group of level 4 (year 1) volunteer BSc (Hons) diagnostic…

  20. Head and Neck Anatomy: Effect of Focussed Near-Peer Teaching on Anatomical Confidence in Undergraduate Medical Students.

    Science.gov (United States)

    Morris, Simon; Osborne, Max Sallis; Bowyer, Duncan

    2018-05-11

    To assess the effect of near-peer head and neck anatomy teaching on undergraduates and to quantify the benefit from a focussed teaching course. Near-peer teaching involves colleagues within close seniority and age proximity teaching one another on a specified topic. Small group teaching sessions were delivered to medical students on 3 key areas of ENT anatomy. Participants were given a precourse and postcourse questionnaire to determine the benefit attained from the course. An undergraduate anatomy course taking place at the University of Birmingham Medical School. A total of 30 medical students: 15 preclinical (years 1-2) and 15 clinical (years 3-5) medical students participated from a single institution. A total of 71% of students expressed inadequate teaching of head and neck anatomy in undergraduate curriculum. All students (n = 30) expressed benefit from the course, however the patterns of learning differed: preclinical students showed a significant improvement in both their ability to name anatomical structures and their application (p peer learning provides benefit to all medical undergraduates in the context of teaching anatomy which may make it a valuable teaching tool for the future of medical education. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. The Effect of Face-to-Face Teaching on Student Knowledge and Satisfaction in an Undergraduate Neuroanatomy Course

    Science.gov (United States)

    Whillier, Stephney; Lystad, Reidar P.

    2013-01-01

    The total number of anatomy teaching hours has declined in medical courses worldwide. Conversely, face-to-face teaching in undergraduate neuroanatomy at Macquarie University increased by 50% in 2011. Our aim was to investigate whether this influenced student performance and overall satisfaction with the course. One hundred eighty-one students…

  2. European survey on principles of prudent antibiotic prescribing teaching in undergraduate students

    DEFF Research Database (Denmark)

    Pulcini, C; Wencker, F; Frimodt-Møller, N

    2015-01-01

    We surveyed European medical schools regarding teaching of prudent antibiotic prescribing in the undergraduate curriculum. We performed a cross-sectional survey in 13 European countries (Belgium, Croatia, Denmark, France, Germany, Italy, Netherlands, Norway, Serbia, Slovenia, Spain, Switzerland...... the study design, these are probably optimistic results. Teaching of prudent antibiotic prescribing principles should be improved. National and European programmes for development of specific learning outcomes or competencies are urgently needed....... pharmacology. In-depth interviews were conducted with four lecturers. Thirty-five of 37 medical schools were included in the study. Prudent antibiotic use principles were taught in all but one medical school, but only four of 13 countries had a national programme. Interactive teaching formats were used less...

  3. Almost Psychiatry: The Impact of Teaching Child and Adolescent Mental Health Studies to Undergraduate College Students.

    Science.gov (United States)

    Diamond, Ursula; Di Bartolo, Christina A; Badin, Emily; Shatkin, Jess P

    2017-10-01

    The Child and Adolescent Mental Health Studies (CAMS) program is housed in a Liberal Arts undergraduate college of a large research university. Psychiatrists, clinical psychologists, and social workers at the university's medical center teach the courses. The purpose of this study is to evaluate the extent to which CAMS encourages graduates of the program to pursue a career in child and adolescent mental health (CAMH). In 2015-2016, graduates of the CAMS program were invited to participate in a mixed methods study. In addition to statistical analyses, qualitative thematic analyses were performed to interpret free-text responses. Forty-five percent (314/702) of invited graduates completed the online survey. Interviews were conducted with 11% (34/314) of participants by study staff over the phone. Quantitative results suggested that 81% (149/185) of participants enrolled in educational programs after graduation due to an interest in CAMH. A significantly higher proportion of the total sample (t = 3.661, p graduation. Results of qualitative interviews with 34 participants uncovered five key themes unique to CAMS that may explain the program's influence on graduates' career choices and career development: practitioners-as-instructors, instructor mentorship, novel course content, experiential learning opportunities, and career training and skills. Quantitative and qualitative results indicated that teaching college undergraduate students about CAMH encourages them to set career goals within the field. These findings suggest the utility of implementing similar programs at other undergraduate colleges.

  4. Teaching about genetic testing issues in the undergraduate classroom: a case study.

    Science.gov (United States)

    Rogers, Jill Cellars; Taylor, Ann T S

    2011-06-01

    Educating undergraduates about current genetic testing and genomics can involve novel and creative teaching practices. The higher education literature describes numerous pedagogical approaches in the laboratory designed to engage science and liberal arts students. Often these experiences involve students analyzing their own genes for various polymorphisms, some of which are associated with disease states such as an increased risk for developing cancer. While the literature acknowledges possible ethical ramifications of such laboratory exercises, authors do not present recommendations or rubrics for evaluating whether or not the testing is, in fact, ethical. In response, we developed a laboratory investigation and discussion which allowed undergraduate science students to explore current DNA manipulation techniques to isolate their p53 gene, followed by a dialogue probing the ethical implications of examining their sample for various polymorphisms. Students never conducted genotyping on their samples because of ethical concerns, so the discussion served to replace actual genetic testing in the class. A basic scientist led the laboratory portion of the assignment. A genetic counselor facilitated the discussion, which centered around existing ethical guidelines for clinical genetic testing and possible challenges of human genotyping outside the medical setting. In their final papers, students demonstrated an understanding of the practice guidelines established by the genetics community and acknowledged the ethical considerations inherent in p53 genotyping. Given the burgeoning market for personalized medicine, teaching undergraduates about the psychosocial and ethical dimensions of human gene testing seems important and timely, and introduces an additional role genetic counselors can play in educating consumers about genomics.

  5. Teaching medical ethics to undergraduate students in post-apartheid South Africa, 2003 2006.

    Science.gov (United States)

    Moodley, Keymanthri

    2007-11-01

    The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa (HPCSA) subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country.

  6. Teaching medical ethics to undergraduate students in post‐apartheid South Africa, 2003–2006

    Science.gov (United States)

    Moodley, Keymanthri

    2007-01-01

    The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa (HPCSA) subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country. PMID:17971474

  7. Getting to the core of medicine: Developing undergraduate forensic medicine and pathology teaching.

    Science.gov (United States)

    Jones, Richard Martin

    2017-11-01

    Teaching and learning of forensic medicine and pathology in the undergraduate medical curriculum has been in decline for decades in the UK, and yet graduates are expected to be able to recognise, and protect, those who are most vulnerable in society - i.e. at risk of abuse or neglect - a matter highly relevant to the role of the forensic medical practitioner. When Cardiff University School of Medicine created a new 'learner-centred' undergraduate curriculum, championing case-based discussion in small groups, and earlier clinical contact, residual teaching on 'the pathology of trauma' disappeared. An opportunity to create a new course for the year 3 core curriculum, however, led to re-emergence of forensic medicine and pathology, with a focus on identification, and protection, of the 'vulnerable patient'. This paper describes the development process of the first two iterations of that course, and the influence of 'listening to the student voice'. Forensic medicine and pathology remain relevant in undergraduate medical education; effective, and ethical, safeguarding of the vulnerable is an essential 'core' skill of the modern medical graduate, and forensic medical practitioners can play an integral role in the preparation of medical students for their future clinical practice. Copyright © 2017 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

  8. International infectious diseases teaching to undergraduate medical students: A successful European collaborative experience.

    Science.gov (United States)

    Charlier, Caroline; Johannessen, Ingólfur; Mackintosh, Claire L; Wilks, David; Cauda, Roberto; Wolf, Federica I; Le Jeunne, Claire

    2017-09-01

    The emerging global-health paradigm requires medical teaching to be continuously redefined and updated; to this end, transnational approaches should be encouraged and medical training harmonized. Infectious diseases (ID) teaching in the current context of emerging infections, fast-increasing bacterial resistance and large-scale human migration, was chosen to develop a common international course. We report the successful implementation of a joint European undergraduate course aiming to (i) develop a common ID core curriculum among European medical schools; (ii) promote mobility among teachers and students (iii) promote international cooperation among European teachers. The course was built around teachers' mobility. It was delivered in English by a team of European medical educators from Paris Descartes University, Università Cattolica del Sacro Cuore in Rome and the University of Edinburgh to groups of 25-30 undergraduate medical students at each university. Partner Institutions officially recognized the course as substitutive of or additive to the regular curriculum. The course has been running for 3 years and received excellent satisfaction scores by students and staff as regards to scientific content, pedagogy and international exchanges. This cooperative approach demonstrates the feasibility of a harmonized European undergraduate medical education, having ID as a test experiment for future developments.

  9. Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

    Science.gov (United States)

    Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

    2015-01-01

    Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

  10. Teaching Medical Ethics in Graduate and Undergraduate Medical Education: A Systematic Review of Effectiveness.

    Science.gov (United States)

    de la Garza, Santiago; Phuoc, Vania; Throneberry, Steven; Blumenthal-Barby, Jennifer; McCullough, Laurence; Coverdale, John

    2017-08-01

    One objective was to identify and review studies on teaching medical ethics to psychiatry residents. In order to gain insights from other disciplines that have published research in this area, a second objective was to identify and review studies on teaching medical ethics to residents across all other specialties of training and on teaching medical students. PubMed, EMBASE, and PsycINFO were searched for controlled trials on teaching medical ethics with quantitative outcomes. Search terms included ethics, bioethics, medical ethics, medical students, residents/registrars, teaching, education, outcomes, and controlled trials. Nine studies were found that met inclusion criteria, including five randomized controlled trails and four controlled non-randomized trials. Subjects included medical students (5 studies), surgical residents (2 studies), internal medicine house officers (1 study), and family medicine preceptors and their medical students (1 study). Teaching methods, course content, and outcome measures varied considerably across studies. Common methodological issues included a lack of concealment of allocation, a lack of blinding, and generally low numbers of subjects as learners. One randomized controlled trial which taught surgical residents using a standardized patient was judged to be especially methodologically rigorous. None of the trials incorporated psychiatry residents. Ethics educators should undertake additional rigorously controlled trials in order to secure a strong evidence base for the design of medical ethics curricula. Psychiatry ethics educators can also benefit from the findings of trials in other disciplines and in undergraduate medical education.

  11. Undergraduate Research as a Process for STEM Teaching and Learning Systemic Change: Lessons Learned from the Council on Undergraduate Research NSF CCLI and TUES Projects

    Science.gov (United States)

    Ambos, E. L.; Havholm, K. G.; Malachowski, M.; Osborn, J.; Karukstis, K.

    2013-12-01

    concerted efforts to affect policy, workload, tenure and promotion and resource issues, which are often core factors in any STEM education change process. Several systems are now connecting individual campus-based undergraduate research efforts more effectively, and tying undergraduate research to regional workforce and economic development programs. Many campus teams are moving their department and colleges toward curricular innovations that emphasize scaffolding undergraduate research throughout the undergraduate curriculum. An NSF EAGER/WIDER supplement to the CUR CCLI III award was received in October 2012 and expanded the scope of the project to include deeper study of the changes processes underway at each of the six systems and to tease out the factors that can either promote or retard expansion of undergraduate research as a teaching and learning paradigm. Lessons learned from one of the six systems, the University of Wisconsin, will be highlighted.

  12. Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

    Science.gov (United States)

    Vogel, Daniela; Harendza, Sigrid

    2016-01-01

    Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

  13. Teaching civility to undergraduate nursing students using a virtue ethics-based curriculum.

    Science.gov (United States)

    Russell, Martha Joan

    2014-06-01

    As professionals, nurses are expected to engage in respectful relationships with clients, other health care professionals, and each other. Regulatory bodies set standards and codes of ethics for professional behavior in nursing that clearly communicate expectations for civility. However, the wealth of literature on incivility in the profession indicates that nurses often fall short of meeting these standards in their interactions with other nurses. Currently, few effective strategies exist for nurse educators to teach civility to nursing students and prepare them to engage in healthy relationships with their colleagues. This article argues for the use of virtue ethics as a philosophical framework for teaching civility to undergraduate nursing students. The pedagogical strategies proposed may help students contribute to the development of healthy workplaces. Copyright 2014, SLACK Incorporated.

  14. Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

    Science.gov (United States)

    Jesso, A. T.; Kondratieva, M. F.

    2016-02-01

    In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.

  15. The Graduating European Dentist: Contemporaneous Methods of Teaching, Learning and Assessment in Dental Undergraduate Education.

    Science.gov (United States)

    Field, J C; Walmsley, A D; Paganelli, C; McLoughlin, J; Szep, S; Kavadella, A; Manzanares Cespedes, M C; Davies, J R; DeLap, E; Levy, G; Gallagher, J; Roger-Leroi, V; Cowpe, J G

    2017-12-01

    It is often the case that good teachers just "intuitively" know how to teach. Whilst that may be true, there is now a greater need to understand the various processes that underpin both the ways in which a curriculum is delivered, and the way in which the students engage with learning; curricula need to be designed to meet the changing needs of our new graduates, providing new, and robust learning opportunities, and be communicated effectively to both staff and students. The aim of this document is to draw together robust and contemporaneous methods of teaching, learning and assessment that help to overcome some of the more traditional barriers within dental undergraduate programmes. The methods have been chosen to map specifically to The Graduating European Dentist, and should be considered in parallel with the benchmarking process that educators and institutions employ locally. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  16. HAS THE TIME COME TO CHANGE THE WAY WE TEACH COMMUNITY MEDICINE TO UNDERGRADUATE STUDENTS?

    Directory of Open Access Journals (Sweden)

    Rahul Bansal

    2013-03-01

    Full Text Available Why the need to change ? Substantial increase in the content of subject : The content of the subject has grown by at least 30 % from the time when I was an undergraduate student and we used to read the 7th edition of Preventive and Social Medicine by Park. At that time this book had only 686 pages (size of pages was at least 30 % less than now had only 16 chapters .The 21st edition of the same book has 868 pages and 23 chapters. This goes on to show that the content of subject has increased substantially. 12 weeks of clinical posting added : Medical Council of India has added 12 weeks of clinical posting to the teaching of Community Medicine similar to the postings in major clinical subjects, where in the students are available to us in small groups for approximately 3 hours everyday. In spite of the increase in subject content and the opportunity for small group teaching during postings, I personally feel that we have not been able to inspire students to learn Community Medicine with enthusiasm. Why the subject has not become much popular among under graduate students? Before going into the further details let us look at the following observations made by the WHO -SEARO expert group on “Improving the teaching of Public Health at undergraduate level in medical schools – suggested guidelines.” – Today most of the teaching in public health is carried out using didactic lectures within the ivory tower of an institution with limited exposure to the community .Public health education has to be an active process ,student centered , inquiry driven , evidence based and problem solving as well addressing the needs of the community .The role of the teacher should be to facilitate the student to acquire the competencies through field based experiential learning of public health competencies involving dedicated time for practice , receiving feedback and reflecting on its application in their future role as primary care doctors1.

  17. How are we assessing near-peer teaching in undergraduate health professional education? A systematic review.

    Science.gov (United States)

    Irvine, Susan; Williams, Brett; McKenna, Lisa

    2017-03-01

    Near Peer teaching (NPT) is reported as an effective pedagogical approach to student learning and performance. Studies in medicine, nursing and health sciences have relied mainly on self-reports to describe its benefits, focusing on psychomotor and cognitive aspects of learning. Despite increasing research reports on peer teaching internationally, little is known about the various domains of learning used in assessment of performance and objective learning outcomes of NPT. To determine the domains of learning and assessment outcomes used in NPT in undergraduate health professional education. Quantitative systematic review was conducted in accord with the PRISMA protocol and the Joanna Briggs Institute processes. A wide literature search was conducted for the period 1990-November 2015 of fourteen databases. Grey literature was undertaken from all key research articles. Studies meeting the inclusion criteria were eligible for consideration, including measured learning outcomes of near-peer teaching in undergraduate education in nursing, medicine and health sciences. Set limitations included publications after 1990 (2015 inclusive), English language and objective learning outcomes. A quality appraisal process involving two independent reviewers was used to analyse the data. Of 212 selected articles, 26 were included in the review. Terminology was confusing and found to be a barrier to the review process. Although some studies demonstrated effective learning outcomes resulting from near-peer teaching, others were inconclusive. Studies focused on cognitive and psychomotor abilities of learners with none assessing metacognition, affective behaviours or learning outcomes from quality of understanding. The studies reviewed focused on cognitive and psychomotor abilities of learners. Even though evidence clearly indicates that metacognition and affective behaviours have direct influence on learning and performance, indicating more research around this topic is warranted

  18. Developing New Pedagogy to Teach Planet Formation to Undergraduate Non-Science Majors

    Science.gov (United States)

    Simon, Molly; Impey, Chris David; Buxner, Sanlyn

    2016-06-01

    A first order understanding of planet formation and the scientific concepts therein is critical in order for undergraduate students to understand our place in the Universe. Furthermore, planet formation integrates the topics of gravity, angular momentum, migration, and condensation in a “story-book” fashion where students can apply these concepts to a specific event. We collected syllabi and course topics from over 30 undergraduate general-education astrobiology courses from around the globe in order to determine the extent to which professors address planet formation. Additionally, we were looking to see if faculty had developed specific or original pedagogy to teach this topic. We find on average, instructors spend ½ of a lecture discussing planet formation or they leave it out all together. In the classes where planet formation is taught more extensively, instructors use PowerPoint slides or occasional videos to teach the topic. We aim to develop new pedagogy that will allow us to better determine learning gains and student understanding of this critical topic. If students in an astrobiology class are unable to understand how our own Solar System forms, it is significantly more challenging to make parallels (or find differences) between our home in the Universe and extrasolar planetary systems.

  19. The use of podcasts to enhance research-teaching linkages in undergraduate nursing students.

    Science.gov (United States)

    Strickland, Karen; Gray, Colin; Hill, Gordon

    2012-07-01

    An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n=228 and n=233) were given access to a series of 5 "guest speaker" podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. The home care teaching and learning process in undergraduate health care degree courses.

    Science.gov (United States)

    Hermann, Ana Paula; Lacerda, Maria Ribeiro; Maftum, Mariluci Alves; Bernardino, Elizabeth; Mello, Ana Lúcia Schaefer Ferreira de

    2017-07-01

    Home care, one of the services provided by the health system, requires health practitioners who are capable of understanding its specificities. This study aimed to build a substantive theory that describes experiences of home care teaching and learning during undergraduate degree courses in nursing, pharmacy, medicine, nutrition, dentistry and occupational therapy. A qualitative analysis was performed using the grounded theory approach based on the results of 63 semistructured interviews conducted with final year students, professors who taught subjects related to home care, and recent graduates working with home care, all participants in the above courses. The data was analyzed in three stages - open coding, axial coding and selective coding - resulting in the phenomenon Experiences of home care teaching and learning during the undergraduate health care degree courses. Its causes were described in the category Articulating knowledge of home care, strategies in the category Experiencing the unique nature of home care, intervening conditions in the category Understanding the multidimensional characteristics of home care, consequences in the category Changing thinking about home care training, and context in the category Understanding home care in the health system. Home care contributes towards the decentralization of hospital care.

  1. Teaching Literature Written in English in Undergraduate Language Teacher Education Programs: A Dialogic-Pragmatic Approach

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    Orison Marden Bandeira de Melo Júnior

    2015-04-01

    Full Text Available This article aims to be part of the ongoing discussion on the teaching of literature written in English (LWE in literature classes in undergraduate language programs. In order to do that, it shows the challenges posed by the Letras DCN (National Curriculum Guidelines for the undergraduate Language Teacher Education programs as well as the reality literature teachers face due to the reduced number of hours of literature classes assigned in course curricula and to students' limited knowledge of English. Based on the dialogical concept of language and on the possibility of cooperation between scientific trends, we present a cooperative work between DDA (Dialogical Discourse Analysis and Pragmatics, showing how consonant and dissonant they are. Besides, we present part of the analysis of Alice Walker's short story Her Sweet Jerome done by students, which, in this context of teaching LWE to students with limited knowledge of English, pointed to the possibility of Pragmatics being the first step towards a dialogical analysis of literary texts.

  2. Inspiration from drones, Lidar measurements and 3D models in undergraduate teaching

    Science.gov (United States)

    Blenkinsop, Thomas; Ellis, Jennifer

    2017-04-01

    Three-dimensional models, photogrammetry and remote sensing are increasingly common techniques used in structural analysis. We have found that using drones and Lidar on undergraduate field trips has piqued interest in fieldwork, provided data for follow-up laboratory exercises, and inspired undergraduates to attempt 3D modelling in independent mapping projects. The scale of structures visible in cliff and sea shore exposures in South Wales is ideal for using drones to capture images for 3D models. Fault scarps in the South Wales coalfield were scanned by Lidar and drone. Our experience suggests that the drone data were much easier to acquire and process than the Lidar data, and adequate for most teaching purposes. In the lab, we used the models to show the structure in 3D, and as the basis for an introduction to geological modelling software. Now that tools for photogrammetry, drones, and processing software are widely available and affordable, they can be readily integrated into teaching. An additional benefit from the images and models is that they may be used for exercises that can be substituted for fieldwork to achieve some (but not all) of the learning outcomes in the case that field access is prevented.

  3. Effective teaching of communication to health professional undergraduate and postgraduate students: A Systematic Review.

    Science.gov (United States)

    MacDonald-Wicks, Lesley; Levett-Jones, Tracy

    The objective is to identify and assess the effectiveness of tools and methods of teaching communication skills to health professional students in undergraduate and postgraduate programs, to facilitate communication in hospitals, nursing homes and mental health institutions.For this review, effective communication will be defined as that which enhances patient satisfaction, safety, symptom resolution, psychological status, or reduces the impact/burden of disease and/or improved communication skills within undergraduate or postgraduate studentsThe review question is: What is the best available evidence on strategies to effectively teach communication skills to undergraduate and postgraduate medical, nursing and allied health students (nutrition and dietetics, occupational therapy, physiotherapy, speech pathology etc)? Communication is a two-way interaction where information, meanings and feelings are shared both verbally and non-verbally. Effective communication is when the message being conveyed is understood as intended. Effective communication between the health professional and patient is increasingly being recognised as a core clinical skill. Research has identified the far reaching benefits of effective communication skills including enhanced patient satisfaction, patient safety, symptom resolution and improvements in functional and psychological status. Poor communication can result in omitted or misinterpretation of information resulting in declining health of the patient. Despite the importance of effective communication in ensuring positive outcomes for both the patient and health professional, there is concern that contemporary teaching and learning approaches do not always facilitate the development of a requisite level of communication skills, both verbal and written and a difficulty for the current generation of communication skills teachers is that many have not had the experience of being taught communication skills themselves.Studies have shown that

  4. Methodology for developing teaching activities and materials for use in fluid mechanics courses in undergraduate engineering programs

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    Pedro Javier Gamez-Montero

    2015-03-01

    Full Text Available “Mechanics” and “Fluids” are familiar concepts for any newly-registered engineering student. However, when combined into the term “Fluid Mechanics”, students are thrust into the great unknown. The present article demonstrates the process of adaptation employed by the Fluid Mechanics course in the undergraduate engineering program, along with the teaching methodology, teaching materials and results obtained, evaluating the final objective in terms of student satsfaction and level of learning.

  5. A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

    Science.gov (United States)

    Greenwald, Ralf R; Quitadamo, Ian J

    2014-01-01

    A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.

  6. Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review.

    Science.gov (United States)

    Kyriakoulis, Konstantinos; Patelarou, Athina; Laliotis, Aggelos; Wan, Andrew C; Matalliotakis, Michail; Tsiou, Chrysoula; Patelarou, Evridiki

    2016-01-01

    The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP) to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016). Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings) and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM). Twenty articles were included in the review. The majority of the studies sampled medical students (n=13) and only few conducted among nursing (n=2), pharmacy (n=2), physiotherapy/therapy (n=1), dentistry (n=1), or mixed disciplines (n=1) students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions), or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions varying form some hours to even months was

  7. Educational strategies for teaching evidence-based practice to undergraduate health students: systematic review

    Directory of Open Access Journals (Sweden)

    Konstantinos Kyriakoulis

    2016-09-01

    Full Text Available Purpose The aim of this systematic review was to find best teaching strategies for teaching evidence-based practice (EBP to undergraduate health students that have been adopted over the last years in healthcare institutions worldwide. Methods The authors carried out a systematic, comprehensive bibliographic search using Medline database for the years 2005 to March 2015 (updated in March 2016. Search terms used were chosen from the USNLM Institutes of Health list of MeSH (Medical Subject Headings and free text key terms were used as well. Selected articles were measured based on the inclusion criteria of this study and initially compared in terms of titles or abstracts. Finally, articles relevant to the subject of this review were retrieved in full text. Critical appraisal was done to determine the effects of strategy of teaching evidence-based medicine (EBM. Results Twenty articles were included in the review. The majority of the studies sampled medical students (n=13 and only few conducted among nursing (n=2, pharmacy (n=2, physiotherapy/therapy (n=1, dentistry (n=1, or mixed disciplines (n=1 students. Studies evaluated a variety of educational interventions of varying duration, frequency and format (lectures, tutorials, workshops, conferences, journal clubs, and online sessions, or combination of these to teach EBP. We categorized interventions into single interventions covering a workshop, conference, lecture, journal club, or e-learning and multifaceted interventions where a combination of strategies had been assessed. Seven studies reported an overall increase to all EBP domains indicating a higher EBP competence and two studies focused on the searching databases skill. Conclusion Followings were deduced from above analysis: multifaceted approach may be best suited when teaching EBM to health students; the use of technology to promote EBP through mobile devices, simulation, and the web is on the rise; and the duration of the interventions

  8. European survey on principles of prudent antibiotic prescribing teaching in undergraduate students.

    Science.gov (United States)

    Pulcini, C; Wencker, F; Frimodt-Møller, N; Kern, W V; Nathwani, D; Rodríguez-Baño, J; Simonsen, G S; Vlahović-Palčevski, V; Gyssens, I C

    2015-04-01

    We surveyed European medical schools regarding teaching of prudent antibiotic prescribing in the undergraduate curriculum. We performed a cross-sectional survey in 13 European countries (Belgium, Croatia, Denmark, France, Germany, Italy, Netherlands, Norway, Serbia, Slovenia, Spain, Switzerland, United Kingdom) in 2013. Proportional sampling was used, resulting in the selection of two to four medical schools per country. A standardized questionnaire based on literature review and validated by a panel of experts was sent to lecturers in infectious diseases, medical microbiology and clinical pharmacology. In-depth interviews were conducted with four lecturers. Thirty-five of 37 medical schools were included in the study. Prudent antibiotic use principles were taught in all but one medical school, but only four of 13 countries had a national programme. Interactive teaching formats were used less frequently than passive formats. The teaching was mandatory for 53% of the courses and started before clinical training in 71%. We observed wide variations in exposure of students to important principles of prudent antibiotic use among countries and within the same country. Some major principles were poorly covered (e.g. reassessment and duration of antibiotic therapy, communication skills). Whereas 77% of the respondents fully agreed that the teaching of these principles should be prioritized, lack of time, mainly due to rigid curriculum policies, was the main reported barrier to implementation. Given the study design, these are probably optimistic results. Teaching of prudent antibiotic prescribing principles should be improved. National and European programmes for development of specific learning outcomes or competencies are urgently needed. Copyright © 2014 European Society of Clinical Microbiology and Infectious Diseases. Published by Elsevier Ltd. All rights reserved.

  9. Observations of Undergraduate Geoscience Instruction in the US: Measuring Student Centered Teaching

    Science.gov (United States)

    Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.

    2014-12-01

    The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of

  10. The Effects of Project Based Learning on Undergraduate Students' Achievement and Self-Efficacy Beliefs towards Science Teaching

    Science.gov (United States)

    Bilgin, Ibrahim; Karakuyu, Yunus; Ay, Yusuf

    2015-01-01

    The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students' achievement and its association with these students' self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled…

  11. Teaching Business Statistics with Real Data to Undergraduates and the Use of Technology in the Class Room

    Science.gov (United States)

    Singamsetti, Rao

    2007-01-01

    In this paper an attempt is made to highlight some issues of interpretation of statistical concepts and interpretation of results as taught in undergraduate Business statistics courses. The use of modern technology in the class room is shown to have increased the efficiency and the ease of learning and teaching in statistics. The importance of…

  12. Optical versus Virtual: Teaching Assistant Perceptions of the Use of Virtual Microscopy in an Undergraduate Human Anatomy Course

    Science.gov (United States)

    Collier, Larissa; Dunham, Stacey; Braun, Mark W.; O'Loughlin, Valerie Dean

    2012-01-01

    Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed…

  13. Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy

    Science.gov (United States)

    Bruno, Paul A.; Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.

    2016-01-01

    The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on…

  14. Teaching Spatial Thinking in Undergraduate Geology Courses Using Tools and Strategies from Cognitive Science Research

    Science.gov (United States)

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

    2015-12-01

    Spatial visualization is an essential skill in the STEM disciplines, including the geological sciences. Undergraduate students, including geoscience majors in upper-level courses, bring a wide range of spatial skill levels to the classroom. Students with weak spatial skills may struggle to understand fundamental concepts and to solve geological problems with a spatial component. However, spatial thinking skills are malleable. Using strategies that have emerged from cognitive science research, we developed a set of curricular materials that improve undergraduate geology majors' abilities to reason about 3D concepts and to solve spatially complex geological problems. Cognitive science research on spatial thinking demonstrates that predictive sketching, making visual comparisons, gesturing, and the use of analogy can be used to develop students' spatial thinking skills. We conducted a three-year study of the efficacy of these strategies in strengthening the spatial skills of students in core geology courses at three universities. Our methodology is a quasi-experimental quantitative design, utilizing pre- and post-tests of spatial thinking skills, assessments of spatial problem-solving skills, and a control group comprised of students not exposed to our new curricular materials. Students taught using the new curricular materials show improvement in spatial thinking skills. Further analysis of our data, to be completed prior to AGU, will answer additional questions about the relationship between spatial skills and academic performance, spatial skills and gender, spatial skills and confidence, and the impact of our curricular materials on students who are struggling academically. Teaching spatial thinking in the context of discipline-based exercises has the potential to transform undergraduate education in the geological sciences by removing one significant barrier to success.

  15. Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women's health course.

    Science.gov (United States)

    Dawley, Katy; Bloch, Joan Rosen; Suplee, Patricia Dunphy; McKeever, Amy; Scherzer, Gerri

    2011-06-01

    Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. PURPOSE AND GOALS: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature. This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research. Copyright ©2010 Sigma Theta Tau International.

  16. Methods of teaching the physics of climate change in undergraduate physics courses

    Science.gov (United States)

    Sadler, Michael

    2015-04-01

    Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).

  17. The teaching of temporomandibular disorders and orofacial pain at undergraduate level in Brazilian dental schools

    Directory of Open Access Journals (Sweden)

    Wagner SIMM

    2013-12-01

    Full Text Available Objectives: Evaluate the way the topics for the study of pain mechanisms in general, and Orofacial Pain (OFP and temporomandibular disorders (TMDs more specifically, are addressed in undergraduate courses curricula, and also to verify the existence of specialist OFP/TMD teachers in Brazilian dental schools. Methods: Between July 2010 and January 2011, course Coordinators/Directors of all dental schools duly registered at the Ministry of Education were invited to answer a questionnaire on topics related to OFP/TMD teaching in their institutions. Results: Fifty-three dental schools representatives answered the questionnaire. The study of pain mechanisms was found to cover an average of less than 10% of the courses' total time. Pharmacology, Endodontics and Physiology were identified as the departments usually responsible for addressing pain mechanisms in dental courses. Psychosocial aspects were found to occupy a very small proportion in the syllabi, while most of the content referred to biological or somatic aspects. OFP/TMD is addressed by a specific department in only 28.4% of the participating dental schools, while in most cases (46.3%, OFP/TMD is under the responsibility of the Prosthodontics department. Only 38.5% of respondents indicated that they had a specialist OFP/TMD teacher in their Schools. Conclusion: Among the Brazilian dental schools participating in the study, the teaching of OFP/TMD was found to be insufficient, segmented or with an extremely restricted focus. This initial assessment indicates that Curricular Guidelines for the study of OFP/TMD at undergraduate dental schools should be developed and implemented to facilitate their appropriate inclusion into the curricula and in specific pedagogical projects.

  18. Use of a journal club and letter-writing exercise to teach critical appraisal to medical undergraduates.

    Science.gov (United States)

    Edwards, R; White, M; Gray, J; Fischbacher, C

    2001-07-01

    There is growing interest in methods of teaching critical appraisal skills at undergraduate and postgraduate levels. We describe an approach using a journal club and subsequent letter writing to teach critical appraisal and writing skills to medical undergraduates. The exercise occurs during a 3-week public health medicine attachment in the third year of the undergraduate curriculum. Students work in small groups to appraise a recently published research paper, present their findings to their peers in a journal club, and draft a letter to the journal editor. Evaluation took place through: informal and formal feedback from students; number of letters written, submitted and published, and a comparison of marks obtained by students submitting a literature review assignment with and without critical appraisal teaching during the public health attachment. Feedback from students was overwhelmingly positive. In the first 3(1/2) years, 26 letters have been published or accepted for publication, and 58 letters published on the Internet. There were no significant differences in overall marks or marks for the critical appraisal component of the literature review assignments between the two student groups. We believe our approach is an innovative and enjoyable method for teaching critical appraisal and writing skills to medical students. Lack of difference in marks in the literature review between the student groups may reflect its insensitivity as an outcome measure, contamination by other critical appraisal teaching, or true ineffectiveness.

  19. Undergraduate Teaching in Geriatrics and Pediatrics in Portuguese Medical Schools: An Observational Study.

    Science.gov (United States)

    Amaral, Mariana; Matias, Filipa; Massena, Lígia; Cardoso, Nuno

    2016-12-30

    Motivated by the contracting nature of the Portuguese age pyramid, and thereby the ever increasing geriatric population, the aim of this study was to compare the number of European Credit Transfer and Accumulation System Credits dedicated to Geriatrics with Pediatrics in Portuguese Medical Schools. An observational, descriptive and cross-sectional study was conducted and included six Portuguese Medical Schools that have six years of training and a total of 360 credits. The study plans were obtained from the medical schools' websites or requested. Schools were grouped in modular/classic teaching methodology and the courses were categorized in mandatory/optional and specific/related. The credits of Geriatrics and Pediatrics were compared. Four schools had classical methodology and two had a modular one. Overall, they had more credits dedicated to Pediatrics than Geriatrics. Three schools offered mandatory courses specifically oriented to Geriatrics (1.5 - 8 credits) compared to all schools mandatory courses courses on Pediatrics (5.7 - 26.5 credits). The ratio of averages of mandatory specific courses (Pediatrics/Geriatrics) was 12.4 in the classical and 1.5 in the modular group. Pediatrics teaching has revealed to be superior to Geriatrics in all categories. Based on our results, we consider the Portuguese Geriatrics' undergraduate teaching sub-optimal. Nowadays, geriatric population is quantitatively similar to pediatric population. Efforts should be made to adequate Geriatrics teaching to our reality in order to provide a more adequate health care to this age group.

  20. Teaching child and adolescent psychiatry to undergraduate medical students - A survey in German-speaking countries.

    Science.gov (United States)

    Frank, Reiner; Frank, Florian

    2010-07-24

    To conduct a survey about teaching child and adolescent psychiatry to undergraduate medical students in German-speaking countries. A questionnaire was sent to the 33 academic departments of child and adolescent psychiatry in Germany, Austria, and the German-speaking part of Switzerland. All departments responded. For teaching knowledge, the methods most commonly reported were lectures and case presentations. The most important skills to be taught were thought to be how to assess psychopathology in children and how to assess families. For elective courses, the departments reported using a wide range of teaching methods, many with active involvement of the students. An average of 34 hours per semester is currently allocated by the departments for teaching child and adolescent psychiatry to medical students. Required courses are often taught in cooperation with adult psychiatry and pediatrics. Achievement of educational objectives is usually assessed with written exams or multiple-choice tests. Only a minority of the departments test the achievement of skills. Two ways of improving education in child and adolescent psychiatry are the introduction of elective courses for students interested in the field and participation of child and adolescent psychiatrists in required courses and in longitudinal courses so as to reach all students. Cooperation within and across medical schools can enable departments of child and adolescent psychiatry, despite limited resources, to become more visible and this specialty to become more attractive to medical students. Compared to the findings in earlier surveys, this survey indicates a trend towards increased involvement of academic departments of child and adolescent psychiatry in training medical students.

  1. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial.

    Science.gov (United States)

    Gagnon, Marie-Pierre; Gagnon, Johanne; Desmartis, Marie; Njoya, Merlin

    2013-01-01

    This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.

  2. Teaching microbiology to undergraduate students in the humanities and the social sciences.

    Science.gov (United States)

    Oren, Aharon

    2015-10-01

    This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

    Science.gov (United States)

    Parkinson, Tim J; St George, Alison M

    2003-01-01

    Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

  4. Using videos, apps and hands-on experience in undergraduate hydrology teaching

    Science.gov (United States)

    Van Loon, Anne

    2016-04-01

    Hydrological sciences teaching always needs to make a link between the classroom and the outside world. This can be done with fieldwork and excursions, but the increasing availability of open educational resources gives more-and-more other options to make theory more understandable and applicable. In the undergraduate teaching of hydrology at the University of Birmingham we make use of a number of tools to enhance the hydrology 'experience' of students. Firstly, we add hydrological science videos available in the public domain to our explanations of theory. These are both visualisations of concepts and recorded demonstrations in the field or the lab. One example is the concept of catchments and travel times which has been excellently visualised by MetEd. Secondly, we use a number of mobile phone apps, which provide virtual reality information and real-time monitoring information. We use the MySoil App (by Natural Environment Research Council (NERC), British Geological Survey (BGS) and Centre for Ecology & Hydrology (CEH)) and iGeology / iGeology3D (by BGS) to let students explore soil properties and hydrogeology of an area of interest. And we use the River Levels App (by OGL based on Environment Agency real time data) for exploring real time river levels and investigating spatial variability. Finally, we developed small hands-on projects for students to apply the theory outside the classroom. We for instance let them do simple infiltration experiments and ask them to them design a measurement plan. Evaluations have shown that students enjoy these activities and that it helps their learning. In this presentation we hope to share our experience so that the options for using open (educational) resources for hydrology teaching become more used in linking the classroom to the outside world.

  5. Guided university debate: Effect of a new teaching-learning strategy for undergraduate nursing students.

    Science.gov (United States)

    Arrue, Marta; Unanue, Saloa; Merida, David

    2017-12-01

    A number of studies have shown that the traditional lecture suffers from limitations in the development of many important competencies such as reasoning ability for nursing professionals. In view of this issue, the authors present a promising alternative to the traditional lecture: the Guided University Debate (GUD). With regard to this aim a teaching-learning sequence of schizophrenia is described based on the GUD. Next, the improvement in the argumentative and declarative knowledge of the students who have participated in the said methodology is demonstrated. Quasi-experimental study with pre-test and post-test design to measure differences in the improvement of declarative and argumentative knowledge. To determine if there is a statistically significant difference in the score obtained in the pre-test and in the post-test score a parametric t-tests was carried. 64 students participated in the study. Implementation of the study took place during the 2015-2016 academic year in the third year of the Nursing undergraduate degree course in the University of the Basque Country (UPV/EHU) as part of the Mental Health class. The results showed a statistically-significant improvement in the students' scores for all learning outcomes analysed: Identifies symptoms of schizophrenia (p≤0.001), identifies the nursing interventions (p≤0.001), provides a rationale for nursing interventions (p≤0.001) and provides evidence of nursing interventions (p≤0.001). That is, the declarative and argumentative capacity of the group improved significantly with the Guided University Debate methodology. Although the teaching design feasibility and outcomes may vary in different contexts, based on this studies' positive outcome, the authors call today's educators to be able to use GUD as a teaching method. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. A comparison of undergraduate clinical ophthalmology learning methods: smart phone television display versus slit-lamp teaching telescope.

    Science.gov (United States)

    Wenting, Sandy Zhou; Samin, Margaret Million; Sanjay, Srinivasan; Neelam, Kumari; Shibli, Khalil; Chang, Su; Cheng, Jason

    2017-08-01

    To compare medical students' preference of smart phone television display (SPTD) to a slit-lamp teaching telescope (SLTT) in undergraduate clinical ophthalmology education. This is a randomized, crossover, comparative study. Pairs of medical students were randomly assigned to 2 teaching sessions using either SPTD first followed by SLTT or in reverse order. Students were asked to give feedback on the 2 teaching devices by answering 6 questions using a numeric rating score from 1 to 10. All participating students were sent the results of the study 1 month after the completion of the study and were asked to reflect upon the outcome. Thirty-eight students were recruited. The overall satisfaction scores were significantly higher for SPTD than SLTT (8.6 ± 1.4 vs 7.5 ± 1.0, p teaching. Our study has demonstrated that the utility of SPTD as a teaching aid can significantly increase the satisfaction of undergraduate medical students during their ophthalmology attachment. It offers specific practical advantages in teaching medical students over the traditional SLTT. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

  7. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

    Science.gov (United States)

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

    2016-01-01

    We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with…

  8. Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?

    Science.gov (United States)

    Khan, M M; Saeed, S R

    2012-04-01

    Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiative Tomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011-2013 education strategy. Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content. A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral. Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.

  9. A hands-on approach to teaching environmental awareness and pollutant remediation to undergraduate chemistry students

    Science.gov (United States)

    Salman Ashraf, S.; Rauf, M. A.; Abdullah, Fatema H.

    2012-07-01

    Background : One of the unfortunate side effects of the industrial revolution has been the constant assault of the environment with various forms of pollution. Lately, this issue has taken a more critical dimension as prospects of global climate change and irreversible ecosystem damage are becoming a reality. Purpose : College graduates (especially chemists), should therefore not only be aware of these issues but also be taught how chemistry can help reduce environmental pollution. Furthermore, the role and importance of chemistry in sustainable development and solving environmental problems needs to be highlighted. Programme/intervention description : To this effect, we have designed a simple undergraduate experiment that is based on the green chemistry approach of using photolytic oxidation to degrade a model organic pollutant. This approach used UV light and hydrogen peroxide to produce reactive hydroxyl radicals, which subsequently break down and degrade Acridine Orange (model pollutant). The dye degradation was monitored spectrophotometrically and the apparent rate of decolouration was found to be first order. Possible radical initiated mechanisms that may be involved in this remediation experiment have been used to explain the observed dye decolouration. Sample : To test the usefulness of this newly developed experiment, we incorporated it as a module into a second year 'Professional skills' chemistry course with an enrollment of six female students. Anonymous survey of the students after the completion of the module was very positive and indicated that objectives of the experiment were satisfactorily achieved. Results : We believe this experiment not only raises students' awareness about green chemistry and environmental issues, but also teaches them valuable experimental skills such as experimental design, data manipulation and basic kinetics. Survey of students who were taught this unit in a second year course was very positive and supported the usefulness

  10. Covering All the Bases in Genetics: Simple Shorthands and Diagrams for Teaching Base Pairing to Biology Undergraduates

    Directory of Open Access Journals (Sweden)

    Sergei Kuchin

    2011-03-01

    Full Text Available Explaining base pairing is an important element in teaching undergraduate genetics. I propose a teaching approach that aims to close the gap between the mantra “A pairs with T, and G pairs with C” and the “intimidating” chemical diagrams. The approach offers a set of simple “shorthands” for the key bases that can be used to quickly deduce all canonical and wobble pairs that the students need to know. The approach can be further developed to analyze mutagenic mismatch pairing.

  11. A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students’ Ability to Read Research Articles

    Science.gov (United States)

    Lacum, Edwin B. Van; Goedhart, Martin J.

    2014-01-01

    The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. PMID:26086657

  12. The CLEAN Workshop Series: Promoting Effective Pedagogy for Teaching Undergraduate Climate Science

    Science.gov (United States)

    Kirk, K. B.; Bruckner, M. Z.; Manduca, C. A.; Buhr, S. M.

    2012-12-01

    To prepare students to understand a changing climate, it is imperative that we equip educators with the best possible tools and methods for reaching their audience. As part of the Climate Literacy and Energy Awareness Network (CLEAN) professional development efforts, two workshops for undergraduate faculty were held in 2012. These workshops used a variety of activities to help faculty learn about recent climate research, take part in demonstrations of successful activities for teaching climate topics, and collaborate to create new teaching materials. The workshops also facilitated professional networking among participants. Both workshops were held online, eliminating the need for travel, encouraging participants without travel funds to attend, and allowing international collaborations and presentations. To create an authentic experience, the workshop used several technologies such as the Blackboard Collaborate web conferencing platform, SERC's web-based collaboration tools and online discussion threads, and conference calls. The workshop Communicating Climate Science in the Classroom, held in April 2012, explored practices for communicating climate science and policy in the classroom and provided strategies to improve student understanding of this complex and sensitive topic. Workshop presentations featured public opinion research on Americans' perceptions of climate change, tactics for identifying and resolving student misconceptions, and methods to address various "backfire effects" that can result from attempts to correct misinformation. Demonstrations of teaching approaches included a role-playing simulation of emissions negotiations, Princeton's climate stabilization wedges game, and an activity that allows students to use scientific principles to tackle misinformation. The workshop Teaching Climate Complexity was held in May 2012. Teaching the complexities of climate science requires an understanding of many facets of the Earth system and a robust pedagogic

  13. Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics.

    Science.gov (United States)

    Ludwig, B; Bister, D; Schott, T C; Lisson, J A; Hourfar, J

    2016-02-01

    Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  14. Teaching undergraduate students community nursing: using action research to increase engagement and learning.

    Science.gov (United States)

    Seib, Charrlotte; English, Rebecca; Barnard, Alan

    2011-09-01

    Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice. Copyright 2011, SLACK Incorporated.

  15. Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

    Science.gov (United States)

    Bugdayci, Ilkay; Zahit Selvi, H.

    2017-12-01

    One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.

  16. Pleasure and pain: teaching neuroscientific principles of hedonism in a large general education undergraduate course.

    Science.gov (United States)

    Bodnar, Richard J; Stellar, James R; Kraft, Tamar T; Loiacono, Ilyssa; Bajnath, Adesh; Rotella, Francis M; Barrientos, Alicia; Aghanori, Golshan; Olsson, Kerstin; Coke, Tricia; Huang, Donald; Luger, Zeke; Mousavi, Seyed Ali Reza; Dindyal, Trisha; Naqvi, Naveen; Kim, Jung-Yo

    2013-01-01

    In a large (250 registrants) general education lecture course, neuroscience principles were taught by two professors as co-instructors, starting with simple brain anatomy, chemistry, and function, proceeding to basic brain circuits of pleasure and pain, and progressing with fellow expert professors covering relevant philosophical, artistic, marketing, and anthropological issues. With this as a base, the course wove between fields of high relevance to psychology and neuroscience, such as food addiction and preferences, drug seeking and craving, analgesic pain-inhibitory systems activated by opiates and stress, neuroeconomics, unconscious decision-making, empathy, and modern neuroscientific techniques (functional magnetic resonance imaging and event-related potentials) presented by the co-instructors and other Psychology professors. With no formal assigned textbook, all lectures were PowerPoint-based, containing links to supplemental public-domain material. PowerPoints were available on Blackboard several days before the lecture. All lectures were also video-recorded and posted that evening. The course had a Facebook page for after-class conversation and one of the co-instructors communicated directly with students on Twitter in real time during lecture to provide momentary clarification and comment. In addition to graduate student Teaching Assistants (TAs), to allow for small group discussion, ten undergraduate students who performed well in a previous class were selected to serve as discussion leaders. The Discussion Leaders met four times at strategic points over the semester with groups of 20-25 current students, and received one credit of Independent Study, thus creating a course within a course. The course grade was based on weighted scores from two multiple-choice exams and a five-page writing assignment in which each student reviewed three unique, but brief original peer-review research articles (one page each) combined with expository writing on the first

  17. Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania

    Science.gov (United States)

    Msangya, Benedicto William; Mkoma, Stelyus L.; Yihuan, Wang

    2016-01-01

    Education is the key to development; however, it is impossible to think the quality of education without having academically qualified and professional responsible teachers. The main objective of this study was to examine the perspectives of undergraduate student teachers toward teaching practice experience as a tool of learning to teach. A…

  18. Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies

    Science.gov (United States)

    Sjöstedt, Roxanna

    2015-01-01

    Teaching introductory International Relations (IR) and peace and conflict studies can be challenging, as undergraduate teaching frequently involves large student groups that limit student activity to listening and taking notes. According to pedagogic research, this is not the optimal structure for learning. Rather, although a teacher can pass on…

  19. Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course.

    Science.gov (United States)

    Collier, Larissa; Dunham, Stacey; Braun, Mark W; O'Loughlin, Valerie Dean

    2012-01-01

    Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class. Copyright © 2011 American Association of Anatomists.

  20. An in-depth study of undergraduate tutorial system based on education and teaching integration reform

    Directory of Open Access Journals (Sweden)

    Fan Wenhui

    2016-01-01

    Full Text Available As personalized development for undergraduate is the trend of higher education development, the undergraduate tutors should play their role in the establishment of personalized personnel training mode. Based on reform practice of university education integration, this article gives a deepening research on the essence and implement methods of undergraduate tutorial system. To implement and strengthen the function of undergraduate tutorial system, we need to increase teachers’ comprehensive quality training, build a multiple-dimension, full-process and whole-staff-participation educational concept, absorb the enterprise mentors to give guidance on students’ career planning and implement the scientific and reasonable undergraduate administrative evaluation system. With continuous theory exploration and practice research, the quality of undergraduate talent training has been gradually improved.

  1. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

    Energy Technology Data Exchange (ETDEWEB)

    Howlett, David, E-mail: david.howlett@esht.nhs.uk [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Vincent, Tim [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Watson, Gillian; Owens, Emma [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Webb, Richard; Gainsborough, Nicola [Department of Medicine, Royal Sussex County Hospital, Brighton (United Kingdom); Fairclough, Jil [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Taylor, Nick [Department of Medical Illustration, Eastbourne District General Hospital (United Kingdom); Miles, Ken [Department of Imaging, BSMS (United Kingdom); Cohen, Jon [Department of Infectious Diseases, BSMS (United Kingdom); Vincent, Richard [Department of Cardiology, BSMS (United Kingdom)

    2011-06-15

    Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

  2. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

    Science.gov (United States)

    Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

    2011-06-01

    To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality

  3. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

    International Nuclear Information System (INIS)

    Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

    2011-01-01

    Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

  4. The Potential to use Publication of Undergraduate Research as a Teaching Tool

    Science.gov (United States)

    Brevik, Eric C.; Lindbo, David L.; Belcher, Christopher

    2015-04-01

    Several studies crossing numerous disciplinary boundaries have demonstrated that undergraduate students benefit from research experiences. These benefits include personal and intellectual development, more and closer contact with faculty, the use of active learning techniques, the creation of high expectations, the development of creative and problem-solving skills, and the development of greater independence and intrinsic motivation to learn. The discipline also gains in that studies show undergraduates who engage in research experiences are more likely to remain science majors and finish their degree program. Research experiences come as close as possible to allowing undergraduates to experience what it is like to be an academic or research member of their profession working to advance their discipline, therefore enhancing their professional socialization into their chosen field. If the goals achieved by undergraduate research include introducing these students to the advancement of their chosen field, it stands to reason the ultimate ending to this experience would be the publication of a peer-reviewed paper. While not all undergraduate projects will end with a product worthy of peer-reviewed publication, some definitely do, and the personal experience of the authors indicates that undergraduate students who achieve publication get great satisfaction and a sense of personal achievement from that publication. While a top-tier international journal probably isn't going to be the ultimate destination for many of these projects, there are several appropriate outlets. The SSSA journal Soil Horizons has published several undergraduate projects in recent years, and good undergraduate projects can often be published in state academy of science journals. Journals focused expressly on publishing undergraduate research include the Journal of Undergraduate Research and Scholarly Excellence, Reinvention, and the American Journal of Undergraduate Research. Case studies of

  5. Improving academic performance of sport and exercise science undergraduate students in gross anatomy using a near-peer teaching program.

    Science.gov (United States)

    Viana, Ricardo Borges; Campos, Mário Hebling; Santos, Douglas de Assis Teles; Xavier, Isabela Cristina Maioni; Vancini, Rodrigo Luiz; Andrade, Marília Santos; de Lira, Claudio Andre Barbosa

    2018-04-16

    Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0-100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ.

  6. Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

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    Misa Mi

    2012-09-01

    Full Text Available Objectives – To determine the year when evidence based medicine (EBM wasintroduced and the extent to which medical students were exposed to EBM inundergraduate medical education and to investigate how EBM interventions weredesigned, developed, implemented, and evaluated in the medical curriculum.Methods – A qualitative review of the literature on EBM interventions was conductedto synthesize results of studies published from January 1997 to December 2011. Acomprehensive search was performed on PubMed, CINAHL, Web of Science,Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articleswere selected if the studies involved some form of quantitative and qualitativeresearch design. Articles were excluded if they studied EBM interventions in medicalschools outside the United States or if they examined EBM interventions for alliedhealth profession education or at the levels of graduate medical education andcontinuing medical education. Thirteen studies which met the selection criteria wereidentified and reviewed. Information was abstracted including study design, year andsetting of EBM intervention, instructional method, instruction delivery format,outcome measured, and evaluation method.Results – EBM was introduced to preclinical years in three studies, integrated intoclinical clerkship rotations in primary care settings in eight studies, and spannedpreclinical and clinical curricula in two studies. The duration of EBM interventionsdiffered, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies.Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM

  7. Using a multicultural approach to teach chemistry and the nature of science to undergraduate non-majors

    Science.gov (United States)

    Goff, Peter; Boesdorfer, Sarah B.; Hunter, William

    2012-09-01

    This research documents the creation, implementation, and evaluation of a novel chemistry curriculum. The curriculum allowed students to create theories situated in a variety of cultures while they investigated chemical phenomena central to all civilizations; it was a way of synthesizing chemistry, the history and nature of science, inquiry, and multicultural education. Achieving both chemistry content and nature of science objectives were the main goals of the curriculum. A small sample of undergraduate students participated in the curriculum instead of attending a large lecture course. The novel curriculum covered the same chemistry topics as the large lecture course. Program efficacy was evaluated using a combination of grades, survey data, and interviews with the participating undergraduates. The results suggest that this curriculum was a successful start at engaging students and teaching them chemistry as well as nature of science concepts.

  8. A New Model for Transitioning Students from the Undergraduate Teaching Laboratory to the Research Laboratory

    Science.gov (United States)

    Hollenbeck, Jessica J.; Wixson, Emily N.; Geske, Grant D.; Dodge, Matthew W.; Tseng, T. Andrew; Clauss, Allen D.; Blackwell, Helen E.

    2006-01-01

    The transformation of 346 chemistry courses into a training experience that could provide undergraduate students with a skill set essential for a research-based chemistry career is presented. The course has an innovative structure that connects undergraduate students with graduate research labs at the semester midpoint and also includes new,…

  9. Referencing Science: Teaching Undergraduates to Identify, Validate, and Utilize Peer-Reviewed Online Literature

    Science.gov (United States)

    Berzonsky, William A.; Richardson, Katherine D.

    2008-01-01

    Accessibility of online scientific literature continues to expand due to the advent of scholarly databases and search engines. Studies have shown that undergraduates favor using online scientific literature to address research questions, but they often do not have the skills to assess the validity of research articles. Undergraduates generally are…

  10. Incorporating Biological Mass Spectrometry into Undergraduate Teaching Labs, Part 2: Peptide Identification via Molecular Mass Determination

    Science.gov (United States)

    Arnquist, Isaac J.; Beussman, Douglas J.

    2009-01-01

    Mass spectrometry has become a routine analytical tool in the undergraduate curriculum in the form of GC-MS. While relatively few undergraduate programs have incorporated biological mass spectrometry into their programs, the importance of these techniques, as demonstrated by their recognition with the 2002 Nobel Prize, will hopefully lead to…

  11. 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…

  12. Ideas and Approaches for Teaching Undergraduate Research Methods in the Health Sciences

    Science.gov (United States)

    Peachey, Andrew A.; Baller, Stephanie L.

    2015-01-01

    Training in research methodology is becoming more commonly expected within undergraduate curricula designed to prepare students for entry into graduate allied health programs. Little information is currently available about pedagogical strategies to promote undergraduate students' learning of research methods, and less yet is available discussing…

  13. Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

    Directory of Open Access Journals (Sweden)

    Larissa Bertacchini de Oliveira

    2016-04-01

    Full Text Available Abstract OBJECTIVE To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT in undergraduate nursing students. METHOD Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. RESULTS Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL, compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434 for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106. CONCLUSION The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

  14. A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles.

    Science.gov (United States)

    Van Lacum, Edwin B; Ossevoort, Miriam A; Goedhart, Martin J

    2014-01-01

    The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  15. Does the Pedagogy for the Teaching of First Year Undergraduate Laboratory Practicals Still Meet the Needs of the Curriculum?

    Directory of Open Access Journals (Sweden)

    Ann Hopper

    2014-06-01

    Full Text Available This work examines the teaching approach for chemistry laboratory practicals for first year undergraduate students to determine if the underpinning pedagogical strategy meets the requirements for these students for the remainder of their undergraduate programme. This is based on the knowledge, skills, content and learning outcomes for undergraduate chemistry courses. This work aims to enhance the first year experience of chemistry education by facilitating greater student engagement and “deeper” learning of relevant content during practical laboratory experiences by focusing on the learners’ needs. During this research, a survey of undergraduate science students from 2nd, 3rd and 4th years was carried out to determine if first year chemistry practicals facilitated the development of skills needed in further science education. It concluded that overall there was a positive response to first year laboratory practicals, that students engaged with them and felt they assisted with skills required for subsequent years of undergraduate study. Participants were most satisfied with the organic chemistry experiments while, for the physical/analytical chemistry experiments, the results obtained reiterated difficulties with mathematical calculations that are accepted as an issue in other aspects of third level STEM (Science, Technology, Engineering and Mathematics subjects. As a result of these findings, modifications that were made to the laboratory practical element included a pre-populated workbook supplied to the students and the introduction of pre-laboratory questions to be completed by each student before each session to reduce cognitive load and improve the students’ knowledge and understanding of 2 the purpose and potential outcomes of each laboratory practical. Also, the total first year chemistry syllabus was re-organised, as was the scheduling of the experiments to synchronise the theory lectures with the experiments as far as was

  16. Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.

    Science.gov (United States)

    Zeng, Rui; Xiang, Lian-Rui; Zeng, Jing; Zuo, Chuan

    2017-01-01

    We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.

  17. [Evaluation of flipped classroom teaching model in undergraduates education of oral and maxillofacial surgery].

    Science.gov (United States)

    Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang

    2015-12-01

    Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.

  18. Perceptions of junior doctors and undergraduate medical students as anatomy teachers: Investigating distance along the near-peer teaching spectrum.

    Science.gov (United States)

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

    2014-01-01

    Near-peer teaching involves more experienced students acting as tutors and has been widely used in anatomy education. This approach has many advantages for the learner due to the social and cognitive congruence they share with the teacher, however, the influence of distance between the teacher and learner on these congruences has yet to be explored. The aim of this study was to compare the attitudes and perceptions of the student learner towards neuroanatomy review sessions taught by either a senior medical student or a junior doctor. The students were randomly assigned to an allocated tutor. All tutors used standardized material and had access to identical resources. The type of allocated tutor was swapped between the two teaching sessions and 99 student feedback forms were collected in total. The rating for the overall quality of the teaching session was not significantly different between the junior doctors and senior medical students (P = 0.11). However, criteria closely relating to social and cognitive congruence such as "enjoyment of the session," "delivery of the teaching," and "was it a good use of time" were all rated significantly higher for the senior medical students (P peer teaching spectrum have an impact upon the student's perception of their learning experience. While all teachers were suitable role models it appears that junior doctors are too far removed from their own undergraduate experiences to share congruences with pre-clinical medical students. © 2013 American Association of Anatomists.

  19. Just-in-Time Teaching in undergraduate physics courses: Implementation, learning, and perceptions

    Science.gov (United States)

    Dwyer, Jessica Hewitt

    Regardless of discipline, a decades-long battle has ensued within nearly every classroom in higher education: instructors getting students to come to class prepared to learn. In response to this clash between teacher expectations and frequent student neglect, a group of four physics education researchers developed a reformed instructional strategy called Just-in-Time Teaching (JiTT). This dissertation investigates the following three areas: 1) the fidelity with which undergraduate physics instructors implement JiTT, 2) whether student performance predicts student perception of their instructor's fidelity of JiTT implementation, and 3) whether student perception of their instructor's fidelity of JiTT implementation correlates with student views of their physics course. A blend of quantitative data (e.g., students grades, inventory scores, and questionnaire responses) are integrated with qualitative data (e.g., individual faculty interviews, student focus group discussions, and classroom observations). This study revealed no statistically significant relationship between instructors who spent time on a predefined JiTT critical component and their designation as a JiTT user or non-user. While JiTT users implemented the pedagogy in accordance with the creators' intended ideal vision, many also had trouble reconciling personal concerns about their role as a JiTT adopter and the anticipated demand of the innovation. I recommend that this population of faculty members can serve as a JiTT model for other courses, disciplines, and/or institutions. Student performance was not a predictor of student perception instructor fidelity of JiTT implementation. Additionally, the majority of students in this study reported they read their textbook prior to class and that JiTT assignments helped them prepare for in-class learning. I found evidence that exposure to the JiTT strategy may correlate with a more favorable student view of their physics course. Finally, according to students

  20. Teaching evidence based practice and research through blended learning to undergraduate midwifery students from a practice based perspective.

    Science.gov (United States)

    Mary, Sidebotham; Julie, Jomeen; Jennifer, Gamble

    2014-03-01

    The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University. Copyright © 2013 Elsevier Ltd. All rights reserved.

  1. TEACHING STRATEGY DEVELOPMENT IN UNDERGRADUATE COURSES IN MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS

    Directory of Open Access Journals (Sweden)

    Jéferson Deleon Fávero

    2016-05-01

    Full Text Available This study aimed to analyze the teaching strategy development in undergraduate courses in HEI Management of Itajaí Valley from the perspective of students and teachers. Studies of strategy approaches have been reviewed, as well as methods and techniques of teaching strategy and the role of strategy teachers. A qualitative research has been performed based on a collective case study with students (focus groups and teachers (in depth interviews of a private and a public institution, in addition to a documentary research. Regarding the body of knowledge in strategy, it has been identified the presence of classical approaches. Both HEI use books from national and international classic authors. In relation to teaching methods, the HEI “A” uses the interaction between the theory of strategic planning and the application in a company, whereas the HEI “B” gives preference to theoretical discussions. Regarding the typification of conduct, it has been noticed a pattern of action of teachers regarding the collection of reading and on-time delivery of activities. The individuals (strategy teachers have specific actions, which are typified as forms of action, i.e. patterns collectively targeted to teach, to impart or disseminate knowledge of strategy.

  2. Prescribing knowledge in the light of undergraduate clinical pharmacology and therapeutics teaching in India: views of first-year postgraduate students

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    Upadhyaya P

    2012-06-01

    Full Text Available Prerna Upadhyaya,1 Vikas Seth,2 Monika Sharma,1 Mushtaq Ahmed,1 Vijay Vasant Moghe,1 Zafar Yab Khan,1 Vinay Kumar Gupta,1 Shipra Vikram Jain,1 Utkarsh Soni,1 Manohar Bhatia,1 Kumar Abhijit,1 Jaswant Goyal11Department of Pharmacology, Mahatma Gandhi Medical College, Jaipur, 2Department of Pharmacology, Hind Institute of Medical Sciences, Lucknow, IndiaObjectives: The study aimed to review the prescribing knowledge of first-year postgraduate doctors in a medical college in India, using the principles of good prescribing, to suggest strategies to improve rational prescribing, and to recommend what curriculum planners can do to accomplish this objective.Methods: Fifty first-year postgraduate doctors were asked to fill in a structured questionnaire that sought information regarding their undergraduate training in clinical pharmacology and therapeutics, prescribing habits, and commonly consulted drug information sources. Also, the questionnaire assessed any perceived deficiencies in their undergraduate clinical pharmacology teaching and sought feedback regarding improvement in the teaching.Results: Eighty-eight percent of residents said that they were taught prescription writing in undergraduate pharmacology teaching; 48% of residents rated their prescribing knowledge at graduation as average, 28% good, 4% excellent, 14% poor, and 4% very poor; 58% felt that their undergraduate training did not prepare them to prescribe safely, and 62% felt that their training did not prepare them to prescribe rationally. Fifty-eight percent of residents felt that they had some specific problems with writing a prescription during their internship training, while 92% thought that undergraduate teaching should be improved. Their suggestions for improving teaching methods were recorded.Conclusions: This study concludes that efforts are needed to develop a curriculum that encompasses important aspects of clinical pharmacology and therapeutics along with incorporation of

  3. National Genome Research Initiative: A New Paradigm For Teaching Research To Undergraduates In South America

    Directory of Open Access Journals (Sweden)

    Rafael Ovalle

    2012-05-01

    Full Text Available Introduction: From 2007 to 2011, the Howard Hughes Medical Institute (HHMI recruited professors across the US to test a new paradigm in undergraduate education: the National Genome Research Initiative (NGRI. Undergraduates were taught to isolate bacteriophages, characterize their findings, and report to the scientific community.Objective: The educational goal of the NGRI program was to expose science undergraduates to an authentic research experience to increase graduation rates. The scientific goal was to isolate mycobacteriophages to be used as therapeutic agents against disease-causing mycobacteria.Materials and Methods: In a one-semester lab course undergraduates are taught to find, grow, and purify bacteriophages. In the second semester, students use bioinformatic software to annotate sequences of their bacteriophages.Results: Ahead of data on student graduation rates, the NGRI program has generated expanded productivity for US undergraduates. Over a four year period, thousands of participants were taught to collect bacteriophages, annotate sequences, and present their findings. Those undergraduates will have isolated 2300+ phages, annotated 250+ sequences, presented hundreds of posters at conferences across the US, and are co-authors on papers published by labs participating in the NGRI program.Discussion: Many professors in the US academic community are convinced that the NGRI program will have lasting impact on the US educational system. Several professors have banded together to form the Phage Galaxy Consortium to continue HHMI’s goal of implementation of the NGRI program at all US colleges.Conclusions: HHMI’s paradigm is ready for distribution to Central and South America.

  4. “Biotecnological War” - A Conceptual And Perceptual Assessment Tool For Teaching Biotechnology And Protein Chemistry For Undergraduate Students In Biological Sciences.

    OpenAIRE

    C. R. C. Cruz et al.

    2017-01-01

    "Biotecnological War" board game, a conceptual and perceptual assessment tool for biotechnology and protein chemistry teaching for undergraduate students in biological sciences and related areas. It is a proposal initially conceived as an alternative complementary tool for biochemistry teaching of proteins and peptides, challenging students, aiming to review concepts transmitted in classroom, stimulating diverse student’s abilities, such as their creativity, competitiveness and resource manag...

  5. Standards-based teaching and educational digital libraries as innovations: Undergraduate science faculty in the adoption process

    Science.gov (United States)

    Ridgway, Judith Sulkes

    This study describes undergraduate science faculty in terms of their feelings of preparedness for and their use of standards-based teaching methods, their stages of concern related to Educational Digital Libraries (EDLs), and their adoption and diffusion of both innovations. These innovations may have a synergistic relationship that may result in enhanced adoption of both. The investigation began with a series of group meetings with life science, chemistry, physics, and geology faculty from a 2-year and a 4-year institution. Faculty were introduced to dimensions of standards-based teaching and examples of EDLs. Faculty completed the Demographics and Experience Questionnaire, the Standards-Based Teaching Instrument, and the Stages of Concern Questionnaire (SoCQ). Semi-structured interviews containing literature-based questions were conducted with one faculty member from each discipline from the 2-year and 4-year institutions. Document analyses were performed on mission/goal web-based statements for the institutions and their science departments. Triangulated data were used to construct individual faculty case studies based on four facets: background, standards-based teaching profile, EDLs profile, and rate of innovation diffusion. The individual case studies were used to perform cross-case analyses by type of institution, discipline, and locus of control. Individual case studies and cross-case analyses suggest the following conclusions: (a) faculty felt prepared to use and frequently used textbooks as a reference, (b) feelings of preparedness and frequency of use of standards-based teaching categories may be related to discipline, (c) all faculty had relatively high awareness and informational EDL concerns, and (d) faculty central to the locus of control were more likely to use methods to develop student conceptual understanding, use inquiry methods, and be agents of change. A grounded theoretical model connects study results with literature related to educational

  6. Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study

    Directory of Open Access Journals (Sweden)

    Zeng R

    2017-03-01

    Full Text Available Rui Zeng,1,* Lian-rui Xiang,2,* Jing Zeng,3 Chuan Zuo4 1Department of Cardiovascular Diseases, 2Department of Public Affairs Development, 3Department of Internal Medicine, 4Department of Rheumatology and Immunology, West China Hospital, School of Clinic Medicine, Sichuan University, Chengdu, People’s Republic of China *These authors contributed equally to this work Background: We aimed to introduce team-based learning (TBL as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods.Methods: We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT-baseline and Group Readiness Assurance Test (GRAT were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1 immediately after class and Individual Terminal Test 2 (ITT2 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL.Results: There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61, while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65. In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups.Conclusion: Our TBL in symptomatology approach was highly accepted by students in the improvement

  7. "You're Not Good Enough": Teaching Undergraduate Students about the Sexualization of Girls and Women

    Science.gov (United States)

    Moloney, Mairead Eastin; Pelehach, Lisa

    2014-01-01

    Sociologists have developed compelling pedagogical strategies to focus the undergraduate gaze on problems of gender and sexuality. Nested within the social construction of gender norms, the sexualization of girls and women negatively impacts individual, interpersonal, and societal levels of social interaction. Nevertheless, this important issue…

  8. A Modular Approach to Teaching Mathematical Modeling in Biotechnology in the Undergraduate Curriculum

    Science.gov (United States)

    Larripa, Kamila R.; Mazzag, Borbala

    2016-01-01

    Our paper describes a solution we found to a still existing need to develop mathematical modeling courses for undergraduate biology majors. Some challenges of such courses are: (i) relatively limited exposure of biology students to higher-level mathematical and computational concepts; (ii) availability of texts that can give a flavor of how…

  9. How (and Whether) to Teach Undergraduates about the Replication Crisis in Psychological Science

    Science.gov (United States)

    Chopik, William J.; Bremner, Ryan H.; Defever, Andrew M.; Keller, Victor N.

    2018-01-01

    Over the past 10 years, crises surrounding replication, fraud, and best practices in research methods have dominated discussions in the field of psychology. However, no research exists examining how to communicate these issues to undergraduates and what effect this has on their attitudes toward the field. We developed and validated a 1-hr lecture…

  10. Interactive Videoconference Supported Teaching in Undergraduate Nursing: A Case Study for ECG

    Science.gov (United States)

    Celikkan, Ufuk; Senuzun, Fisun; Sari, Dilek; Sahin, Yasar Guneri

    2013-01-01

    This paper describes how interactive videoconference can benefit the Electrocardiography (ECG) skills of undergraduate nursing students. We have implemented a learning system that interactively transfers the visual and practical aspects of ECG from a nursing skills lab into a classroom where the theoretical part of the course is taught. The…

  11. Reduced Graphene Oxide Joins Graphene Oxide to Teach Undergraduate Students Core Chemistry and Nanotechnology Concepts

    Science.gov (United States)

    Kondratowicz, Izabela; Nadolska, Malgorzata; Z?elechowska, Kamila

    2018-01-01

    Novel carbon nanomaterials such as reduced graphene oxide (rGO) and graphene oxide (GO) can be easily incorporated into the undergraduate curriculum to discuss basic chemistry and nanotechnology concepts. This paper describes a laboratory experiment designed to study the differences between GO and rGO regarding their physicochemical properties…

  12. Research and Teaching: Blooming, SOLO Taxonomy, and Phenomenography as Assessment Strategies in Undergraduate Science Education

    Science.gov (United States)

    Newton, Genevieve; Martin, Elizabeth

    2013-01-01

    Three alternative approaches to assessment of exam responses were applied in an undergraduate biochemistry course. First, phenomenography was used to categorize written exam responses into an inclusive hierarchy. Second, responses to the same question were similarly categorized according to the Structure of Observed Learning Outcome (SOLO)…

  13. Service Learning to Promote Brain-Based Learning in Undergraduate Teaching

    Science.gov (United States)

    Nwokah, Eva E.; Leafblad, Stefanie

    2013-01-01

    In this study 44 undergraduate students in a language development course participated in service learning with preschool homeless and low-income children as a course requirement. Students completed a survey, questionnaires, reflective journaling, and small-group debriefing sessions. Based on current views on brain-based learning from cortical…

  14. The Agony and the Ecstasy: Teaching Marketing Metrics to Undergraduate Business Students

    Science.gov (United States)

    Saber, Jane Lee; Foster, Mary K.

    2011-01-01

    The marketing department of a large business school introduced a new undergraduate course, marketing metrics and analysis. The main materials for this course consisted of a series of online spreadsheets with embedded text and practice problems, a 32-page online metrics primer that included assurance of learning questions and a sample examination…

  15. A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

    Science.gov (United States)

    O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

    2016-05-01

    Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills

    Science.gov (United States)

    Dinkelman, Andrea L.; Aune, Jeanine E.; Nonnecke, Gail R.

    2010-01-01

    For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and…

  17. Teaching Global Change in Local Places: The HERO Research Experiences for Undergraduates Program

    Science.gov (United States)

    Yarnal, Brent; Neff, Rob

    2007-01-01

    The Human-Environment Research Observatory (HERO) Research Experience for Undergraduates (REU) program aimed to develop the next generation of researchers working on place-based human-environment problems. The program followed a cooperative learning model to foster an integrated approach to geographic research and to build collaborative research…

  18. The Value of the Undergraduate Teaching/Tutoring Experience For Graduate School Success: A Personal Narrative.

    Science.gov (United States)

    Swartz, Omar

    For any student, the first semester of graduate school is the most traumatic experience in his or her career as a graduate student. Fortunately, there are some things that can be done to make the transition for these students easier. Getting undergraduate students involved in the classrooms in positions of pedagogical responsibility is the most…

  19. Truth in Packaging: Teaching Controversial Topics to Undergraduates in the Human Sciences.

    Science.gov (United States)

    Fredericks, Marcel; Miller, Steven I.

    1993-01-01

    Argues that the behavioral or "human" sciences are fundamentally different in scope and intent from the natural sciences. Describes the use of controversial topics in undergraduate courses and provides a four-step process. Recommends using Karl Popper's falsification theory to help students think critically about issues. (CFR)

  20. Using "Pseudomonas Putida xylE" Gene to Teach Molecular Cloning Techniques for Undergraduates

    Science.gov (United States)

    Dong, Xu; Xin, Yi; Ye, Li; Ma, Yufang

    2009-01-01

    We have developed and implemented a serial experiment in molecular cloning laboratory course for undergraduate students majored in biotechnology. "Pseudomonas putida xylE" gene, encoding catechol 2, 3-dioxygenase, was manipulated to learn molecular biology techniques. The integration of cloning, expression, and enzyme assay gave students…

  1. Bridging the Gap: A Research-Based Approach for Teaching Interdisciplinary Science to Undergraduate Freshman Students

    Science.gov (United States)

    Sales, Jessica; Comeau, Dawn; Liddle, Kathleen; Khanna, Nikki; Perrone, Lisa; Palmer, Katrina; Lynn, David

    2006-01-01

    A new program, On Recent Discoveries by Emory Researchers (ORDER), has been developed as a bridge across the ever-widening gap between graduate and undergraduate education in the sciences. This bridge is created by merging the needs of graduate/postdoctoral students to educate more interdisciplinary scholars about their research discoveries with…

  2. Teaching Scientists to Communicate: Evidence-Based Assessment for Undergraduate Science Education

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2015-01-01

    Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace--a problem faced in the UK and…

  3. Research and Teaching: Encouraging Science Communication in an Undergraduate Curriculum Improves Students' Perceptions and Confidence

    Science.gov (United States)

    Train, Tonya Laakko; Miyamoto, Yuko J.

    2017-01-01

    The ability to effectively communicate science is a skill sought after by graduate and professional schools as well as by employers in science-related fields. Are content-heavy undergraduate science curricula able to incorporate opportunities to develop science communication skills, and is promoting these skills worth the time and effort? The…

  4. Solvent Extraction of Copper: An Extractive Metallurgy Exercise for Undergraduate Teaching Laboratories

    Science.gov (United States)

    Smellie, Iain A.; Forgan, Ross S.; Brodie, Claire; Gavine, Jack S.; Harris, Leanne; Houston, Daniel; Hoyland, Andrew D.; McCaughan, Rory P.; Miller, Andrew J.; Wilson, Liam; Woodhall, Fiona M.

    2016-01-01

    A multidisciplinary experiment for advanced undergraduate students has been developed in the context of extractive metallurgy. The experiment serves as a model of an important modern industrial process that combines aspects of organic/inorganic synthesis and analysis. Students are tasked to prepare a salicylaldoxime ligand and samples of the…

  5. A Framework for Teaching Social and Environmental Sustainability to Undergraduate Business Majors

    Science.gov (United States)

    Brumagim, Alan L.; Cann, Cynthia W.

    2012-01-01

    The authors outline an undergraduate exercise to help students more fully understand the environmental and social justice aspects of business sustainability activities. A simple hierarchical framework, based on Maslow's (1943) work, was utilized to help the students understand, analyze, and judge the vast amount of corporate sustainability…

  6. Teaching Sport Management Through Service-Learning: An Undergraduate Case Study.

    Science.gov (United States)

    Jackowski, Mick; Gullion, Laurie

    1998-01-01

    Students in an undergraduate sport management writing course experienced a service learning component via outreach with local sport organizations. Class instructors supported students and evaluated student logs, class presentations, student memorandums, product review, and interviews with agency personnel and students. Results indicated that…

  7. Myths and Metaphors from the Mall: Critical Teaching and Everyday Life in Undergraduate Theatre Studies.

    Science.gov (United States)

    Berkeley, Anne

    2001-01-01

    Offers a theoretical basis for undergraduate theatre studies that stresses the participation, democratization, and popularization that are necessary to sustain the arts in American society. Argues that the curriculum should be reoriented to emphasize theatre's functional value by building on students' already acquired and practiced aesthetic…

  8. Shaped Goals: Teaching Undergraduates the Effects of Social Stratification on the Formulation of Goals

    Science.gov (United States)

    Touzard, Giselle

    2009-01-01

    This article describes an in-class activity that helps undergraduate students to understand the effects of their socio-economic position on the formulation, pursuit, and achievement of goals. Social stratification and inequality have an initial impact on the formulation of goals. Through this exercise students will perceive the effects of having a…

  9. Teaching Hybrid Principles of Finance to Undergraduate Business Students--Can It Work?

    Science.gov (United States)

    Letterman, Denise

    2008-01-01

    The purpose of this study was to examine the relationship between course design and predictor variables: motivation, satisfaction, and success for students enrolled in the hybrid Principles of Finance course. The participants for this research project were 117 undergraduate students (encompassing 6 semesters) at Robert Morris University,…

  10. The Relationship of Perceived Organizational Support, Job Satisfaction, and Years of Online Teaching Experience to Work Engagement among Online Undergraduate Adjunct Faculty Members

    Science.gov (United States)

    Zone, Emma J.

    2013-01-01

    The rapid growth of online higher education has necessitated increased employment of adjunct faculty. Correlational analyses were implemented to determine whether a relationship exists between adjunct undergraduate faculty's perceptions of organizational support, overall job satisfaction, and online teaching experience, and their work engagement.…

  11. Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

    Science.gov (United States)

    Rattanavich, Saowalak

    2013-01-01

    This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

  12. An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education

    Science.gov (United States)

    Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

    2015-01-01

    The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…

  13. Teaching the Fair Debt Collection Practices Act to Legal and Ethical Environment of Business Undergraduate Students through a Role-Play Experiential Learning Exercise

    Science.gov (United States)

    Lee, Konrad S.; Thue, Matthew I.

    2017-01-01

    This article begins with a description of a role-play exercise for teaching the Fair Debt Collection Practices Act (FDCPA) to an introductory Legal and Ethical Environment of Business Law (Business Law) undergraduate class. It goes on to provide the context for consumer debt in the United States. Next, the problems of debt collection are…

  14. Export Odyssey: An Exposition and Analytical Review of Literature Concerning an Undergraduate Student Project in International Marketing on Key Teaching-Learning Dimensions.

    Science.gov (United States)

    Williamson, Nicholas C.

    2001-01-01

    Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…

  15. Effective Classroom Management. The Basic Element of Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, introduces the undergraduate student to practices of teachers in effective schools which facilitate the climate for learning in the classroom. Used with Canter's materials on assertive discipline, the preservice teachers should have an opportunity to reflect carefully…

  16. Incentives for Improving Undergraduate Teaching in the California Community Colleges. A Report to the Chancellor's Office on Assembly Concurrent Resolution (ACR) 39, Hayden.

    Science.gov (United States)

    McHargue, Michael

    This report details the response of the Board of Governors of the California Community Colleges to Assembly Concurrent Resolution (ACR) Number 39 (Hayden), known as "Incentives for Improving Undergraduate Teaching." Part 1 provides the background and recent history of community college faculty development. Part 2 describes the current faculty…

  17. A Systematic Review Protocol on the Use of Online Learning versus Blended Learning for Teaching Clinical Skills to Undergraduate Health Professional Students

    Science.gov (United States)

    McCutcheon, Karen; Lohan, Maria; Traynor, Marian

    2016-01-01

    Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…

  18. Undergraduate Convexity

    DEFF Research Database (Denmark)

    Lauritzen, Niels

    Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier-Motzkin elimin...

  19. Exploring Normative Whiteness: Ensuring Inclusive Pedagogic Practice in Undergraduate Fieldwork Teaching and Learning

    Science.gov (United States)

    Hughes, Annie

    2016-01-01

    Higher education commentators have become concerned about how learning and teaching praxis across the sector may unwittingly advantage White British (WB) compared to Black and Minority Ethnic (BME) students. Adopting critical race theory, this article explores these issues in relation to field teaching in geography and related subjects. It reports…

  20. An Analysis of Questionnaire Survey on Online Evaluation of Teaching by University Undergraduates

    Science.gov (United States)

    Sun, Dongyun

    2013-01-01

    This paper takes into consideration of the problems discovered in the teaching evaluation data statistics over the years in Changchun University of Science and Technology and cooperates with related departments to conduct a questionnaire survey on an online evaluation of teaching, with the purpose of detecting cognition of students in evaluation…

  1. Teaching and Assessing Ethics and Social Responsibility in Undergraduate Science: A Position Paper

    Science.gov (United States)

    Schultz, Madeleine

    2014-01-01

    Institutional graduate capabilities and discipline threshold learning outcomes require science students to demonstrate ethical conduct and social responsibility. However, the teaching and assessment of these concepts are not straightforward. Australian chemistry academics participated in a workshop in 2013 to discuss and develop teaching and…

  2. Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

    Science.gov (United States)

    Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

    2018-02-01

    The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

  3. Teaching Religious Studies to Undergraduate Non-Majors at Seoul National University, South Korea

    Science.gov (United States)

    Yoo, Yohan

    2015-01-01

    This essay is part of a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). They are published together with an introduction in "Teaching Theology and Religion" 18:3 (July 2015). The authors were asked to provide a brief overview of…

  4. Teaching climate change: A 16-year record of introducing undergraduates to the fundamentals of the climate system and its complexities

    Science.gov (United States)

    Winckler, G.; Pfirman, S. L.; Hays, J. D.; Schlosser, P.; Ting, M.

    2011-12-01

    Responding to climate change challenges in the near and far future, will require a wide range of knowledge, skills and a sense of the complexities involved. Since 1995, Columbia University and Barnard College have offered an undergraduate class that strives to provide students with some of these skills. The 'Climate System' course is a component of the three-part 'Earth Environmental Systems' series and provides the fundamentals needed for understanding the Earth's climate system and its variability. Being designed both for science majors and non-science majors, the emphasis of the course is on basic physical explanations, rather than mathematical derivations of the laws that govern the climate system. The course includes lectures, labs and discussion. Laboratory exercises primarily explore the climate system using global datasets, augmented by hands-on activities. Course materials are available for public use at http://eesc.columbia.edu/courses/ees/climate/camel_modules/ and http://ncseonline.org/climate/cms.cfm?id=3783. In this presentation we discuss the experiences, challenges and future demands of conveying the science of the Earth's Climate System and the risks facing the planet to a wide spectrum of undergraduate students, many of them without a background in the sciences. Using evaluation data we reflect how the course, the students, and the faculty have evolved over the past 16 years as the earth warmed, pressures for adaptation planning and mitigation measures increased, and public discourse became increasingly polarized.

  5. Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: A pilot study.

    Science.gov (United States)

    East, Leah; Hutchinson, Marie

    2015-12-01

    Simulation is frequently being used as a learning and teaching resource for both undergraduate and postgraduate students, however reporting of the effectiveness of simulation particularly within the pharmacology context is scant. The aim of this pilot study was to evaluate a filmed simulated pharmacological clinical scenario as a teaching resource in an undergraduate pharmacological unit. Pilot cross-sectional quantitative survey. An Australian university. 32 undergraduate students completing a healthcare degree including nursing, midwifery, clinical science, health science, naturopathy, and osteopathy. As a part of an undergraduate online pharmacology unit, students were required to watch a filmed simulated pharmacological clinical scenario. To evaluate student learning, a measurement instrument developed from Bloom's cognitive domains (knowledge, comprehension, application, analysis, synthesis and evaluation) was employed to assess pharmacological knowledge conceptualisation and knowledge application within the following fields: medication errors; medication adverse effects; medication interactions; and, general pharmacology. The majority of participants were enrolled in an undergraduate nursing or midwifery programme (72%). Results demonstrated that the majority of nursing and midwifery students (56.52%) found the teaching resource complementary or more useful compared to a lecture although less so compared to a tutorial. Students' self-assessment of learning according to Bloom's cognitive domains indicated that the filmed scenario was a valuable learning tool. Analysis of variance indicated that health science students reported higher levels of learning compared to midwifery and nursing. Students' self-report of the learning benefits of a filmed simulated clinical scenario as a teaching resource suggest enhanced critical thinking skills and knowledge conceptualisation regarding pharmacology, in addition to being useful and complementary to other teaching and

  6. Clinical audit teaching in record-keeping for dental undergraduates at International Medical University, Kuala Lumpur, Malaysia.

    Science.gov (United States)

    Chong, Jun A; Chew, Jamie K Y; Ravindranath, Sneha; Pau, Allan

    2014-02-01

    This study investigated the impact of clinical audit training on record-keeping behavior of dental students and students' perceptions of the clinical audit training. The training was delivered to Year 4 and Year 5 undergraduates at the School of Dentistry, International Medical University, Kuala Lumpur, Malaysia. It included a practical audit exercise on patient records. The results were presented by the undergraduates, and guidelines were framed from the recommendations proposed. Following this, an audit of Year 4 and Year 5 students' patient records before and after the audit training was carried out. A total of 100 records were audited against a predetermined set of criteria by two examiners. An email survey of the students was also conducted to explore their views of the audit training. Results showed statistically significant improvements in record-keeping following audit training. Responses to the email survey were analyzed qualitatively. Respondents reported that the audit training helped them to identify deficiencies in their record-keeping practice, increased their knowledge in record-keeping, and improved their record-keeping skills. Improvements in clinical audit teaching were also proposed.

  7. Teaching Occupational Therapy on the Addiction Field - An experience in a multidisciplinary context with undergraduate students

    Directory of Open Access Journals (Sweden)

    Marina Bianco Perrone

    2014-08-01

    Full Text Available This article intends to discuss the teaching of Occupational Therapy (OT in the context of substance abuse to undergraduate students. Aiming to debate the experience of multidisciplinary supervised practice during the course of academic studies, it presents the Academic League on Drug Dependence - LFD as a space for understanding the phenomenon of addiction and the construction of practice in this area. A qualitative observational study was carried out on the analysis of discussion between tutors and 25 undergraduate students from different courses (OT, psychology, nursing, and medicine that comprise the LFD, which is associated with the Program of Treatment and Guidance to Drug Addicts - PROAD of the Federal University of São Paulo - UNIFESP. We observed articulations about the construction of clinical reasoning in the OT area and the constitution of the students’ perceptions while professionals participating in a multidisciplinary team. It was possible to observe that the experience of the specificity of OT and collective supervision, which, in turn, enables the articulation, favored the construction of an expended comprehension of the subjects treated in the LFD. In this sense, the collective discussion of cases allowed ultidisciplinary dialogue that will constitute the identity of students as health professionals who position themselves in a coherent team. It was perceived that the teaching of OT, in the context of a multiprofessional league, inserted in a program of care for people with problems related to substance use, abuse and/or ependence, has been an experience of a continuous construction of a space that supports and dialogues on issues of the specificity of profession, and its inclusion in this team.

  8. Undergraduate psychiatry students' attitudes towards teaching methods at an Irish university.

    Science.gov (United States)

    Jabbar, F; Casey, P; Kelly, B D

    2016-11-01

    At University College Dublin, teaching in psychiatry includes clinical electives, lectures, small-group and problem-based teaching, consistent with international trends. To determine final-year psychiatry students' attitudes towards teaching methods. We distributed questionnaires to all final-year medical students in two classes (2008 and 2009), after final psychiatry examination (before results) and all of them participated (n = 111). Students' interest in psychiatry as a career increased during psychiatry teaching. Students rated objective structured clinical examination (OSCE) as the most useful element of teaching and examination. The most common learning style was "reflector"; the least common was "pragmatist". Two thirds believed teaching could be improved (increased patient contact) and 89 % reported that experience of psychiatry changed attitudes towards mental illness (increased understanding). Students' preference for OSCEs may reflect the closeness of OSCE as a form of learning to OSCE as a form of assessment: OSCEs both focus on specific clinical skills and help prepare for examinations. Future research could usefully examine the extent to which these findings are university-specific or instructor-dependent. Information on the consistency of various teaching, examination and modularisation methods would also be useful.

  9. Pedagogy of the logic model: teaching undergraduates to work together to change their communities.

    Science.gov (United States)

    Zimmerman, Lindsey; Kamal, Zohra; Kim, Hannah

    2013-01-01

    Undergraduate community psychology courses can empower students to address challenging problems in their local communities. Creating a logic model is an experiential way to learn course concepts by "doing." Throughout the semester, students work with peers to define a problem, develop an intervention, and plan an evaluation focused on an issue of concern to them. This report provides an overview of how to organize a community psychology course around the creation of a logic model in order for students to develop this applied skill. Two undergraduate student authors report on their experience with the logic model assignment, describing the community problem they chose to address, what they learned from the assignment, what they found challenging, and what they are doing now in their communities based on what they learned.

  10. Web-mediated database for internet-based dental radiology teaching files constructed by 5th-year undergraduate students

    International Nuclear Information System (INIS)

    Kito, Shinji; Wakasugi-Sato, Nao; Matsumoto-Takeda, Shinobu; Oda, Masafumi; Tanaka, Tatsurou; Fukai, Yasuhiro; Tokitsu, Takatoshi; Morimoto, Yasuhiro

    2009-01-01

    To provide oral healthcare for patients of all ages, dental welfare environments and technical aspects of dentistry have evolved and developed and dental education must also diversify. Student-centered voluntary education and establishment of a life-long self-learning environment are becoming increasingly important in the changing world of dental education. In this article, we introduce a new process for the construction of a web-mediated database containing internet-based teaching files on the normal radiological anatomy of panoramic radiographs and CT images of the oral and maxillofacial regions, as well as a system for the delivery of visual learning materials through an intra-faculty local network. This process was developed by our 5th-year undergraduate students. Animated CT scan images were produced using Macintosh Iphoto and Imovie animation software. Normal anatomical images of panoramic radiographs and CT scans were produced using Adobe Illustrator CS and Adobe Photoshop CS. The web database was constructed using Macromedia Dreamweaver MX and Microsoft Internet Explorer. This project was the basis of our participation in the Student Clinician Research Program (SCRP). At Kyushu Dental College, we developed a new series of teaching files on the web. Uploading these teaching files to the internet allowed many individuals to access the information. Viewers can easily select the area of study that they wish to examine. These processes suggest that our laboratory practice is a useful tool for promoting students' motivation and improving life-long self learning in dental radiology. We expect that many medical and dental students, practitioners and patients will be able to use our teaching files to learn about the normal radiological anatomy of the oral and maxillofacial regions.(author)

  11. Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.

    Science.gov (United States)

    Durham, Mary F; Knight, Jennifer K; Couch, Brian A

    2017-01-01

    The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. © 2017 M. F. Durham et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  12. Teaching Synthetic Biology, Bioinformatics and Engineering to Undergraduates: The Interdisciplinary Build-a-Genome Course

    Science.gov (United States)

    Dymond, Jessica S.; Scheifele, Lisa Z.; Richardson, Sarah; Lee, Pablo; Chandrasegaran, Srinivasan; Bader, Joel S.; Boeke, Jef D.

    2009-01-01

    A major challenge in undergraduate life science curricula is the continual evaluation and development of courses that reflect the constantly shifting face of contemporary biological research. Synthetic biology offers an excellent framework within which students may participate in cutting-edge interdisciplinary research and is therefore an attractive addition to the undergraduate biology curriculum. This new discipline offers the promise of a deeper understanding of gene function, gene order, and chromosome structure through the de novo synthesis of genetic information, much as synthetic approaches informed organic chemistry. While considerable progress has been achieved in the synthesis of entire viral and prokaryotic genomes, fabrication of eukaryotic genomes requires synthesis on a scale that is orders of magnitude higher. These high-throughput but labor-intensive projects serve as an ideal way to introduce undergraduates to hands-on synthetic biology research. We are pursuing synthesis of Saccharomyces cerevisiae chromosomes in an undergraduate laboratory setting, the Build-a-Genome course, thereby exposing students to the engineering of biology on a genomewide scale while focusing on a limited region of the genome. A synthetic chromosome III sequence was designed, ordered from commercial suppliers in the form of oligonucleotides, and subsequently assembled by students into ∼750-bp fragments. Once trained in assembly of such DNA “building blocks” by PCR, the students accomplish high-yield gene synthesis, becoming not only technically proficient but also constructively critical and capable of adapting their protocols as independent researchers. Regular “lab meeting” sessions help prepare them for future roles in laboratory science. PMID:19015540

  13. Using electronic resources to support dialogue in undergraduate small-group teaching: the ASTER project

    Directory of Open Access Journals (Sweden)

    Frances Condron

    2001-12-01

    Full Text Available Of all the learning experiences to which students are exposed in British universities, some of the most intensely demanding and rewarding are those where students and tutor engage in lengthy discussion. For many disciplines, tutorials, seminars and workshops have a special role in developing expertise in applying complex and abstract theories to rich, diverse bodies of material. The ability to present convincing arguments, both written and verbal, is a skill that undergraduates need to acquire.

  14. Northwestern University Initiative for Teaching NanoSciences (NUITNS): An Approach for Teaching Computational Chemistry to Engineering Undergraduate Students

    Science.gov (United States)

    Simeon, Tomekia; Aikens, Christine M.; Tejerina, Baudilio; Schatz, George C.

    2011-01-01

    The Northwestern University Initiative for Teaching Nanosciences (NUITNS) at nanohub.org Web site combines several tools for doing electronic structure calculations and analyzing and displaying the results into a coordinated package. In this article, we describe this package and show how it can be used as part of an upper-level quantum chemistry…

  15. How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

    Science.gov (United States)

    Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob

    2017-01-01

    While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. PMID:28232589

  16. Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-Analysis

    Directory of Open Access Journals (Sweden)

    Denise Koufogiannakis

    2006-09-01

    Full Text Available Objective The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge. The study sought to address the following questions: 1 What is the overall state of research on this topic? 2 Which teaching methods are more effective? Methods This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author‐defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was a final group of 16 studies with sufficient information to enable meta-analyses and calculations of standardized mean differences. Results The overwhelming majority of studies were conducted in the United States (88%. Experimental or quasi-experimental research methods were used in 79 studies (65%. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI, and self‐directed independent learning (SDIL. Studies measured outcomes that correlated with Bloom’s lower levels of learning (‘Remember’, ‘Understand’, ‘Apply’. Sixteen studies compared traditional instruction (TI with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI, and 9 of these showed

  17. The development and validation of the Blended Socratic Method of Teaching (BSMT: An instructional model to enhance critical thinking skills of undergraduate business students

    Directory of Open Access Journals (Sweden)

    Eugenia Arazo Boa

    2018-01-01

    Full Text Available Enhancing critical thinking skills is one of the paramount goals of many educational institutions. This study presents the development and validation of the Blended Socratic Method of Teaching (BSMT, a teaching model intended to foster critical thinking skills of business students in the undergraduate level. The main objectives of the study were to 1 to survey the critical thinking skills of undergraduate business students, and 2 to develop and validate the BSMT model designed to enhance critical thinking skills. The research procedure comprised of two phases related to the two research objectives: 1 surveying the critical thinking skills of 371 undergraduate business students at Naresuan University International College focusing on the three critical thinking competencies of the RED model—recognize assumptions, evaluate arguments, and draw conclusion, and the determination of the level of their critical thinking; and 2 developing the instructional model followed by validation of the model by five experts. The results of the study were: 1 the undergraduate business students have deficient critical thinking based on the RED Model competencies as they scored “below average” on the critical thinking appraisal, and 2 the developed model comprised six elements: focus, syntax, principles of reaction, the social system, the support system, and application. The experts were in complete agreement that the model is “highly appropriate” in improving the critical thinking skills of the business students. The main essence of the model is the syntax comprising of five steps: group assignment, analysis and writing of case studies; group presentation of the business case analysis in class; Socratic discussion/questioning in class; posting of the case study on the class Facebook account; and online Socratic discussion/questioning. The BSMT model is an authentic and comprehensive model combining the Socratic method of teaching, information and

  18. A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

    Science.gov (United States)

    Lu, Fletcher; Lemonde, Manon

    2013-12-01

    The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

  19. Teaching patient safety in the medical undergraduate program at the Universidade Federal de São Paulo.

    Science.gov (United States)

    Bohomol, Elena; Cunha, Isabel Cristina Kowal Olm

    2015-01-01

    To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice. A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms. We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic "Infection prevention and control" were found in 19 (47.5%) units and teaching of "Interaction with patients and caregivers" in 12 (32.5%); however content related to "Learning from errors to prevent harm" were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians. Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases, post-treatment, surgical procedures, and follow-up. Since it is a recent movement, the teaching of patient safety confronts informative proposals based on traditional structures centered on subjects and on specific education, and it is still poorly valued.

  20. Teaching and assessment of communication skills in undergraduate dental education - a survey in German-speaking countries.

    Science.gov (United States)

    Rüttermann, S; Sobotta, A; Hahn, P; Kiessling, C; Härtl, A

    2017-08-01

    Teaching communication is perceived to be of importance in dental education. Several reports have been published worldwide in the educational literature describing modifications of the dental curriculum by implementing the teaching of communication skills. Surveys which evaluate the current state of training and assessment of communication skills in dental education in different countries exist already in some countries, but little information is available about German-speaking countries. In a cross-sectional study with the aim of a census, all 36 dental schools in Germany (30), Austria (3), and Switzerland (3) were surveyed. The present survey revealed that at 26 of the 34 dental schools (76%), communication skills training has been implemented. Training of communication skills mainly takes place between the 6th and the 9th semester. Ten schools were able to implement a partly longitudinal curriculum, while the other sites only offer stand-alone courses. Of the 34 dental schools, six assess communication skills in a summative way. Three of those schools also use formative assessments for their students. Another seven sites only use formative assessment. From the various formats of assessment, OSCE is mentioned most frequently. The necessity to train and assess communication skills has reached German-speaking dental schools. The present survey allows an overview of the training and assessment of communication skills in undergraduate dental education in German-speaking Europe. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Influence of undergraduate nursing student teaching methods on learning standard precautions and transmission-based precautions: Experimental research.

    Science.gov (United States)

    Kappes Ramirez, Maria Soledad

    2018-02-01

    An experimental study was performed with undergraduate nursing students in order to determine, between two methodologies, which is the best for learning standard precautions and precautions based on disease transmission mechanisms. Students in the sample are stratified by performance, with the experimental group (49 students) being exposed to self-instruction and clinical simulation on the topic of standard precautions and special precautions according to disease transmission mechanisms. Conventional classes on the same topics were provided to the control group (49 students). The experimental group showed the best performance in the multiple-choice post-test of knowledge (p=0.002) and in the assessment of essay questions (p=0.043), as well as in the evaluation of a simulated scenario, in relation to the control group. This study demonstrates that it is possible to transfer some teaching subjects on the prevention of Healthcare Associated Infections (HAIs) to self-learning by means of virtual teaching strategies with good results. This allows greater efficiency in the allocation of teachers to clinical simulation or learning situations in the laboratory, where students can apply what they have learned in the self-instruction module. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Simulation-Based Learning Strategies to Teach Undergraduate Students Basic Surgical Skills: A Systematic Review.

    Science.gov (United States)

    Theodoulou, Iakovos; Nicolaides, Marios; Athanasiou, Thanos; Papalois, Apostolos; Sideris, Michail

    2018-02-16

    We aimed to identify and critically appraise all literature surrounding simulation-based learning (SBL) courses, to assess their relevance as tools for undergraduate surgical education, and create a design framework targeted at standardizing future SBL. We performed a systematic review of the literature using a specific keyword strategy to search at MEDLINE database. Of the 2371 potentially eligible titles, 472 were shortlisted and only 40 explored active interventions in undergraduate medical education. Of those, 20 were conducted in the United States, 9 in Europe and 11 in the rest of the world. Nineteen studies assessed the effectiveness of SBL by comparing students' attributes before and after interventions, 1 study assessed a new tool of surgical assessment and 16 studies evaluated SBL courses from the students' perspectives. Of those 40 studies, 12 used dry laboratory, 7 wet laboratory, 12 mixed, and 9 cadaveric SBL interventions. The extent to which positive results were obtained from dry, wet, mixed, and cadaveric laboratories were 75%, 57%, 92%, and 100%, respectively. Consequently, the SBL design framework was devised, providing a foundation upon which future SBL interventions can be designed such that learning outcomes are optimized. SBL is an important step in surgical education, investing in a safer and more efficient generation of surgeons. Standardization of these efforts can be accelerated with SBL design framework, a comprehensive guide to designing future interventions for basic surgical training at the undergraduate level. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  3. Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students.

    Science.gov (United States)

    Kandi, Venkataramana; Basireddy, Parimala Reddy

    2018-01-05

    Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL

  4. Measurement of cAMP in an undergraduate teaching laboratory, using ALPHAscreen technology.

    Science.gov (United States)

    Bartho, Joseph D; Ly, Kien; Hay, Debbie L

    2012-02-14

    Adenosine 3',5'-monophosphate (cAMP) is a cellular second messenger with central relevance to pharmacology, cell biology, and biochemistry teaching programs. cAMP is produced from adenosine triphosphate by adenylate cyclase, and its production is reduced or enhanced upon activation of many G protein-coupled receptors. Therefore, the measurement of cAMP serves as an indicator of receptor activity. Although there are many assays available for measuring cAMP, few are suitable for large class teaching, and even fewer seem to have been adapted for this purpose. Here, we describe the use of bead-based ALPHAscreen (Amplified Luminescent Proximity Homogenous Assay) technology for teaching a class of more than 300 students the practical aspects of detecting signal transduction. This technology is applicable to the measurement of many different signaling pathways. This resource is designed to provide a practical guide for instructors and a useful model for developing other classes using similar technologies.

  5. How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments.

    Science.gov (United States)

    Drinkwater, Michael J; Matthews, Kelly E; Seiler, Jacob

    2017-01-01

    While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. © 2017 M. J. Drinkwater et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  6. [The teaching of microbiology and parasitology in undergraduate medical education and its adaptation to the European Higher Education Area].

    Science.gov (United States)

    Ruiz, Vicente Ausina; Otero, Beatriz Mirelis; Pastor, Guillem Prats

    2010-10-01

    The creation of the European Higher Education Area provides a series of opportunities for far-reaching reform of medical education and changes in the way both students and teachers work. The Bologna process must be implemented before 2010 in signatory countries, which include Spain, and must allow education and academic titles to be homologated. Medical degrees must consist of 360 European Credit Transfer System (ECTS) credits, divided into six academic years (60 credits per academic year). The Faculty of Medicine of the Autonomous University of Barcelona has already put the finishing touches to a proposal for the distribution of subjects in the new curriculum. This proposal strengthens and reassesses the teaching of microbiology and parasitology compared with current curricula, giving these subjects appropriate weight in undergraduate medical education. The teaching of medical microbiology and parasitology is included as a core subject worth 8 ECTS in the third year and two free-choice modules of 2.5 and 3 ECTS to be taken in the first semesters of the fifth and sixth years as part of the minor in "Clinical and Experimental Laboratory"(30 ECTS). The teaching of microbiology will also play an important role in the Integrated Learning in Medicine (INTEL-M) course in the third, fourth and fifth years. INTEL-M is an innovation in the syllabus based on the joint planning, organization and evaluation of a series of subjects (24.5 ECTS) that are developed in small groups of students and in the form of problem-based learning. Copyright © 2010 Elsevier España S.L. All rights reserved.

  7. Bridging the education-action gap: a near-peer case-based undergraduate ethics teaching programme.

    Science.gov (United States)

    Kong, Wing May; Knight, Selena

    2017-10-01

    Undergraduate ethics teaching has made significant progress in the past decade, with evidence showing that students and trainee doctors feel more confident in identifying and analysing ethical issues. There is general consensus that ethics education should enable students and doctors to take ethically appropriate actions, and nurture moral integrity. However, the literature reports that doctors continue to find it difficult to take action when faced with perceived unethical behaviour. This has been evident in recent healthcare scandals, in which care has fallen below acceptable ethical standards, despite the presence of professional ethical guidelines and competencies. The National Foundation Training Programme forms the first 2 years of training for new UK doctors. We designed a Foundation Doctor (FD)-led teaching programme in which medical students were invited to bring cases and experiences from clinical placements for small group discussion facilitated by FDs. The aim was to enable students to act ethically in practice through developing moral sensitivity and moral identity, together with skills in ethical reasoning and tools to address barriers to taking ethical action. FDs were chosen as facilitators, based on the evidence that near-peer is an effective form of teaching in medicine and may provide positive role models for students. This article reviews the background rationale for the programme and its design. Important themes emerging from the case discussions are explored. Student and FD facilitator feedbacks are evaluated, and practical challenges to the implementation of this type of programme are discussed. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  8. The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology.

    Science.gov (United States)

    Ventura, Sab; Onsman, Andrys

    2009-07-01

    The role of the lecturer has changed to one where they must engage and motivate students to learn the subject material. To investigate whether the use of short movie references to pharmacology during lectures could stimulate learning in undergraduate students. One- to two-min film clips from popular movies containing a reference to the subject being covered were incorporated into Powerpoint presentations and shown at different times during pharmacology lectures. At the end of the lecture series, a student survey was conducted to assess the impact of the movies on student motivation, engagement and learning. Three positive effects were noted. First, students related theory to (simulated) practice by recognising that what they had learnt was actually being used. Second, students were motivated to attend lectures to see what clip would be used. Third, the clips provided a sectioning break, which helped to maintain the engagement of students throughout the lecture as well as the organisation of the lecture by the lecturer. The use of short popular movie references was a novel way to motivate and maintain the interest of large classes of undergraduate students throughout lectures.

  9. Viewing Teaching Techniques in Enhancing Viewing Comprehension Skills of Undergraduate Students in Literature

    Directory of Open Access Journals (Sweden)

    Ruth Ortega-Dela Cruz

    2017-06-01

    Full Text Available In today’s generation of digital natives, students find it unexciting to sit down and read literary texts in its entirety. Thus, students nowadays hardly understand and appreciate literature as a subject. This calls for additional challenge to teachers who had been used to deliver their lessons or any subject matter in traditional ways. This study used descriptive-correlational research design to unveil the most effective viewing teaching techniques that will help develop the viewing comprehension skills of literature students in a tertiary level. Findings reveal how literature students perceive the use of movies or videos as a powerful viewing teaching technique. Result of chi-square test of independence indicates the viewing teaching techniques are not significantly related to students’ viewing comprehension. This suggests that no single teaching technique suits the learners’ interest and ability to learn. Therefore, teachers can make use of technology combined with other viewing techniques to ensure that students will find a love for literature that will help establish their academic success in the future.

  10. A Development of Environmental Education Teaching Process by Using Ethics Infusion for Undergraduate Students

    Science.gov (United States)

    Wongchantra, Prayoon; Boujai, Pairoj; Sata, Winyoo; Nuangchalerm, Prasart

    2008-01-01

    Environmental problems were made by human beings because they lack environmental ethics. The sustainable solving of environmental problems must rely on a teaching process using an environmental ethics infusion method. The purposes of this research were to study knowledge of environment and environmental ethics through an environmental education…

  11. Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention

    Science.gov (United States)

    Thalluri, Jyothi; Penman, Joy

    2015-01-01

    In 2013, Facebook was used in learning and teaching clinical problem solving in a Pathology and a Clinical Sciences course delivered at a South Australian university. It involved first- and second-year Medical Radiation students and second-year Nursing students, Of the 152 students enrolled in the Pathology course, there were 148 students who…

  12. Administrative Barriers to Improving Undergraduate Education. Accent on Improving College Teaching and Learning, 6.

    Science.gov (United States)

    Genthon, Michele; Joscelyn, Mary K., Ed.

    Chief academic officers at 1,053 institutions of higher education across the United States were surveyed about the barriers to improving teaching and learning. Using factor analysis, responses were reduced to nine general problem areas. In order of importance from most important to least important, the problems identified were: financial support,…

  13. Teaching Learning Curves in an Undergraduate Economics or Operations Management Course

    Science.gov (United States)

    Naidu, Jaideep T.; Sanford, John F.

    2012-01-01

    Learning Curves has its roots in economics and behavioral psychology. Learning Curves theory has several business applications and is widely used in the industry. As faculty of Operations Management courses, we cover this topic in some depth in the classroom. In this paper, we present some of our teaching methods and material that have helped us…

  14. Teaching Undergraduate Marketing Students Using "Hot Seating through Puppetry": An Exploratory Study

    Science.gov (United States)

    Pearce, Glenn; Hardiman, Nigel

    2012-01-01

    Changes in preferred methods of learning among many students in recent years have challenged educators to introduce more interactive and experiential teaching methods. "Hot seating"--where a person, such as an invited subject expert is interviewed by an audience--is a well-established interactive method of learning, but is often limited…

  15. A Mindful Approach to Teaching Emotional Intelligence to Undergraduate Students Online and in Person

    Science.gov (United States)

    Cotler, Jami L.; DiTursi, Dan; Goldstein, Ira; Yates, Jeff; DelBelso, Deb

    2017-01-01

    In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported…

  16. The Student Writing Toolkit: Enhancing Undergraduate Teaching of Scientific Writing in the Biological Sciences

    Science.gov (United States)

    Dirrigl, Frank J., Jr.; Noe, Mark

    2014-01-01

    Teaching scientific writing in biology classes is challenging for both students and instructors. This article offers and reviews several useful "toolkit" items that improve student writing. These include sentence and paper-length templates, funnelling and compartmentalisation, and preparing compendiums of corrections. In addition,…

  17. undergraduates' view of lecturers' age as a factor in their teaching ...

    African Journals Online (AJOL)

    GLOBAL JOURNAL OF SOCIAL SCIENCES VOL 15, 2016: 1-11 ... matter, classroom management skill, ability to motivate students, assessment of ... KEYWORD:Assessment; Evaluation; Lecturers' age; Teaching effectiveness. ... developing skills, understanding, work habits and ... 7 items reflecting the personality trait of.

  18. Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students

    Science.gov (United States)

    Subramaniam, Maithreyi; Basaree, Ruzaika Omar; Hanafi, Jaffri; Putih, Abu Talib

    2016-01-01

    This study utilized 33 students taking creative communication design 3 in the third year of the graphic design and multimedia program, using an Anderson's model in teaching art appreciation. The quantitative research design and procedures were employed in this study. An experimental research using the quasi-experimental design, a single-group…

  19. Teaching Liberal Arts Undergraduates about Hinduism Amid Theoretical and Political Contestation Today

    Science.gov (United States)

    Fort, Andrew O.

    2006-01-01

    As the number of people of South Asian heritage in America has greatly increased over recent decades, the study and teaching of Hinduism has come under ever greater scrutiny. During this time, the number of students of Indian background has vastly increased in some schools in some parts of the United States. This increased presence and scrutiny…

  20. A Computer-Assisted Instruction in Teaching Abstract Statistics to Public Affairs Undergraduates

    Science.gov (United States)

    Ozturk, Ali Osman

    2012-01-01

    This article attempts to demonstrate the applicability of a computer-assisted instruction supported with simulated data in teaching abstract statistical concepts to political science and public affairs students in an introductory research methods course. The software is called the Elaboration Model Computer Exercise (EMCE) in that it takes a great…

  1. Evaluation of participatory teaching methods in undergraduate medical students' learning along the first academic courses.

    Directory of Open Access Journals (Sweden)

    Beatriz Gal

    Full Text Available The European Higher Education Area (EHEA is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year. Quantitative (conventional survey statistics and qualitative (open coding approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

  2. Evaluation of participatory teaching methods in undergraduate medical students' learning along the first academic courses.

    Science.gov (United States)

    Gal, Beatriz; Rubio, Margarita; Iglesias, Eva; González, Purificación

    2018-01-01

    The European Higher Education Area (EHEA) is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year). Quantitative (conventional survey statistics) and qualitative (open coding) approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

  3. Undergraduate prosthetics and orthotics teaching methods: A baseline for international comparison.

    Science.gov (United States)

    Aminian, Gholamreza; O'Toole, John M; Mehraban, Afsoon Hassani

    2015-08-01

    Education of Prosthetics and Orthotics is a relatively recent professional program. While there has been some work on various teaching methods and strategies in international medical education, limited publication exists within prosthetics and orthotics. To identify the teaching and learning methods that are used in Bachelor-level prosthetics and orthotics programs that are given highest priority by expert prosthetics and orthotics instructors from regions enjoying a range of economic development. Mixed method. The study partly documented by this article utilized a mixed method approach (qualitative and quantitative methods) within which each phase provided data for other phases. It began with analysis of prosthetics and orthotics curricula documents, which was followed by a broad survey of instructors in this field and then a modified Delphi process. The expert instructors who participated in this study gave high priority to student-centered, small group methods that encourage critical thinking and may lead to lifelong learning. Instructors from more developed nations placed higher priority on student's independent acquisition of prosthetics and orthotics knowledge, particularly in clinical training. Application of student-centered approaches to prosthetics and orthotics programs may be preferred by many experts, but there appeared to be regional differences in the priority given to different teaching methods. The results of this study identify the methods of teaching that are preferred by expert prosthetics and orthotics instructors from a variety of regions. This treatment of current instructional techniques may inform instructor choice of teaching methods that impact the quality of education and improve the professional skills of students. © The International Society for Prosthetics and Orthotics 2014.

  4. A pharmacy student's role as a teaching assistant in an undergraduate medicinal chemistry course - Implementation, evaluation, and unexpected opportunities for educational outreach.

    Science.gov (United States)

    DellaVecchia, Matthew J; Claudio, Alyssa M; Fairclough, Jamie L

    2017-11-01

    To describe 1) a pharmacy student's teaching assistant (TA) role in an undergraduate medicinal chemistry course, 2) an active learning module co-developed by the TA and instructor, and 3) the unexpected opportunities for pharmacy educational outreach that resulted from this collaboration. Medicinal Chemistry (CHM3413) is an undergraduate course offered each fall at Palm Beach Atlantic University (PBA). As a TA for CHM3413, a pharmacy student from the Gregory School of Pharmacy (GSOP) at PBA co-developed and implemented an active learning module emphasizing foundational medicinal chemistry concepts as they pertain to performance enhancing drugs (PEDs). Surveys assessed undergraduate students' perceived knowledge of medicinal chemistry concepts, PEDs, and TA involvement. Students' (total n = 60, three fall semesters) perceived confidence in knowledge of medicinal chemistry concepts and PEDs increased significantly (p medicinal chemistry course. An advanced pharmacy practice experience elective in sports pharmacy (based on Ambrose's model) begins Fall 2017. Copyright © 2017 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Gerton, Jordan

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

  6. Public Science Education and Outreach as a Modality for Teaching Science Communication Skills to Undergraduates

    Science.gov (United States)

    Arion, Douglas; OConnell, Christine; Lowenthal, James; Hickox, Ryan C.; Lyons, Daniel

    2018-01-01

    The Alan Alda Center for Communicating Science at Stony Brook University is working with Carthage College, Dartmouth College, and Smith College, in partnership with the Appalachian Mountain Club, to develop and disseminate curriculum to incorporate science communication education into undergraduate science programs. The public science education and outreach program operating since 2012 as a partnership between Carthage and the Appalachian Mountain Club is being used as the testbed for evaluating the training methods. This talk will review the processes that have been developed and the results from the first cohort of students trained in these methods and tested during the summer 2017 education and outreach efforts, which reached some 12,000 members of the public. A variety of evaluation and assessment tools were utilized, including surveys of public participants and video recording of the interactions of the students with the public. This work was supported by the National Science Foundation under grant number 1625316.

  7. Remote-controlled optics experiment for supporting senior high school and undergraduate teaching

    Science.gov (United States)

    Choy, S. H.; Jim, K. L.; Mak, C. L.; Leung, C. W.

    2017-08-01

    This paper reports the development of a remote laboratory (RemoteLab) platform for practising technologyenhanced learning of optics. The development of RemoteLab enhances students' understanding of experimental methodologies and outcomes, and enable students to conduct experiments everywhere at all times. While the initial goal of the system was for physics major undergradutes, the sytem was also made available for senior secondary school students. To gauge the impact of the RemoteLab, we evaluated two groups of students, which included 109 physics 1st-year undergraduates and 11 students from a local secondary school. After the experiments, evaluation including questionnaire survey and interviews were conducted to collect data on students' perceptions on RemoteLab and implementation issues related to the platform. The surveys focused on four main topics, including user interface, experiment setup, booking system and learning process. The survey results indicated that most of the participants' views towards RemoteLab was positive.

  8. Online Distance Teaching of Undergraduate Finance: A case for Musashi University and Konan University, Japan

    Directory of Open Access Journals (Sweden)

    Keiichi Kubota

    2007-03-01

    Full Text Available We implemented a synchronous distance course entitled: Introductory Finance designed for undergraduate students. This course was held between two Japanese universities. Stable Internet connections allowing minimum delay and minimum interruptions of the audio-video streaming signals were used. Students were equipped with their own PCs with pre-loaded learning materials and Microsoft Excel exercises. These accompanying course and exercise materials helped students comprehend the mathematical equations and statistical numerical exercises that are indispensable to learning Introductory Finance effectively. The general tendency for students, not to raise questions during the class hours in Japan, however, was found to be a big obstacle. As such, motivational devices are needed and should ideally be combined to promote interaction between the e-classrooms.

  9. Revisiting the Need for Critical Research in Undergraduate Colombian English Language Teaching

    Directory of Open Access Journals (Sweden)

    Carlo Granados-Beltrán

    2018-01-01

    Full Text Available This article shares a reflection based on the relations found between the partial findings of two on-going projects in a BA program in bilingual education. The first study is named Critical Interculturality in Initial Language Teacher Education Programs whose partial data were obtained through interviews with four expert professors of Licensure programs across Colombia. The second project is Estado del Arte de los Trabajos de Grado 2009 - 2016, which involved an inventory of the theses done by students as graduation requirements for the BA program. Based on these data, the article urges a re-assessment of criticality in research at the undergraduate level by problematizing the hegemonization of action research, the instrumentalization of language and research, and the subalternity for those being researched.

  10. Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Kuchel, Louise

    2015-07-01

    Communication skills are one of five nationally recognised learning outcomes for an Australian Bachelor of Science (BSc) degree. Previous evidence indicates that communication skills taught in Australian undergraduate science degrees are not developed sufficiently to meet the requirements of the modern-day workplace-a problem faced in the UK and USA also. Curriculum development in this area, however, hinges on first evaluating how communication skills are taught currently as a base from which to make effective changes. This study aimed to quantify the current standard of communication education within BSc degrees at Australian research-intensive universities. A detailed evidential baseline for not only what but also how communication skills are being taught was established. We quantified which communication skills were taught and assessed explicitly, implicitly, or were absent in a range of undergraduate science assessment tasks (n = 35) from four research-intensive Australian universities. Results indicate that 10 of the 12 core science communication skills used for evaluation were absent from more than 50% of assessment tasks and 77.14% of all assessment tasks taught less than 5 core communication skills explicitly. The design of assessment tasks significantly affected whether communication skills were taught explicitly. Prominent trends were that communication skills in tasks aimed at non-scientific audiences were taught more explicitly than in tasks aimed at scientific audiences, and the majority of group and multimedia tasks taught communication elements more explicitly than individual, or written and oral tasks. Implications for science communication in the BSc and further research are discussed.

  11. Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine.

    Science.gov (United States)

    Cadieux, Dani C; Lingard, Lorelei; Kwiatkowski, Daniela; Van Deven, Teresa; Bryant, Murray; Tithecott, Gary

    2017-01-01

    Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4 years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student's stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their

  12. [Health didactics: undergraduates' nursing representations and the use of an innovative teaching strategy].

    Science.gov (United States)

    de Domenico, Edvane Birelo Lopes; Matheus, Maria Clara Cassuli

    2009-09-01

    This study aimed at analyzing the representations regarding the relationships between Nursing and Education practices, to reveal expectations regarding the course Fundamentals, Methods and Techniques of Teaching and evaluate the use of the Projects Method. Method this is a qualitative evaluation research performed between April and June 2007 with first-year nursing students of a Baccalaureate Degree Program. The data were analyzed based on the Social Representations framework and the constructivist postulates. The students revealed that their learning expectations were related with the contents of didactics, human communication, and the teaching-learning process. The Projects Method was considered capable of providing dynamism, interest towards the content, and the ability to associate theory and practice, in addition to having favored the amplitude and appreciation of the educate/care binomial. In conclusion, health didactics contents are capable of generating students' interest, especially when an innovative methodology is used.

  13. A language-based approach to literature teaching for ESL undergraduates

    OpenAIRE

    2015-01-01

    M.A. (Applied Linguistics) To account for the characteristic linguistic needs of second language students, psycholinguistic theories of second language acquisition are taken into account. Sociolinguistic factors such as possible future language policies regarding English in the South African context, and societal attitudes towards English are also considered. An overview of the more significant approaches and methods in second language teaching is followed by a brief survey of undergraduat...

  14. Teaching Strategis Designed to Change the Undergraduate Experience for College Women Learning Chemistry

    Science.gov (United States)

    Khan, Samia

    A college for women has been cited as one of the most productive origins of female physical science doctorates in the United States. A case study was conducted to investigate teaching strategies that support the retention of women in the physical sciences, based on evidence from one of the college's most notable instructors and her teaching strategies. The strategies this teacher used included a personal "contract", confidence building techniques, and science internships. Data were collected from classroom documents, classroom observations, teacher interviews, student focus groups, student feedback sheets, Likert-response student surveys, and student final exams. Evidence from the Likert-response survey and focus groups suggested that the contract increased students' likelihood of success in the course and that confidence-building strategies improved students' confidence in their ability to succeed in science. An analysis of students' final exam scores indicated that student marks improved after the introduction of the aforementioned teaching innovations: 4% of students taking the same science course with the same teacher earned less than a C-, compared to a previous three-year average of 18% of students with below C- grades. In addition, notably fewer minority women dropped the course than they had in the past. The findings of this study suggest that this teacher's strategies may have played a part in retaining these women in the physical sciences. Based on the data, a theoretical model is proposed that suggests how switching or "fading" out of the course may have been addressed and how multiple teaching strategies can work in concert with each other to contribute to women's positive experiences in the physical sciences.

  15. Undergraduate Convexity

    DEFF Research Database (Denmark)

    Lauritzen, Niels

    Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier-Motzkin elimin......Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier......-Motzkin elimination, the theory is developed by introducing polyhedra, the double description method and the simplex algorithm, closed convex subsets, convex functions of one and several variables ending with a chapter on convex optimization with the Karush-Kuhn-Tucker conditions, duality and an interior point...... algorithm....

  16. Teaching surgical exposures to undergraduate medical students: an integration concept for anatomical and surgical education.

    Science.gov (United States)

    Hammer, Niels; Hepp, Pierre; Löffler, Sabine; Schleifenbaum, Stefan; Steinke, Hanno; Klima, Stefan

    2015-06-01

    Decreasing numbers of students are interested in starting a surgical career, posing substantial challenges to patient care in the next years. The anatomy course is one of the key subjects in medical training, especially in surgical disciplines. Innovative teaching concepts that integrate surgically relevant anatomy and manual dexterity might help boost student interest in surgery. A preclinical workshop entitled "Surgical exposures" was developed. A team of anatomists and surgeons introduced the surgical exposures, demonstrating the procedures on Thiel-fixed body donors. Following this introduction, students practiced the exposures in an operating room-like manner. A six-point Likert scale was used to evaluate the workshop and to compare it to the first-year dissection course. The overall evaluation result for the surgical exposures was excellent, proving to be a significantly better result when compared to the first-year dissection course. The students were more satisfied with the teaching time invested by the peers and regarded the workshop as clinically highly relevant. Furthermore, they felt that questions were addressed better and that the overall atmosphere was better than in the gross anatomy course. Subject to criticism was the course size and practicing time in both cases. The surgical exposures workshop provides preclinical students with clinically relevant anatomy and manual dexterity. It may positively influence the decision to follow a surgical career. This course, however, requires extensive teaching resources. The given concept may help implement practical medical skills in the preclinical curriculum, strengthening the professional identity of surgeons and anatomists.

  17. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

  18. Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England.

    Science.gov (United States)

    Bartlett, Maggie; Pritchard, Katie; Lewis, Leo; Hays, Richard B; Mckinley, Robert K

    2016-01-01

    One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week 'student attachment' in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011-2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Data were gathered from a variety of sources. Students' scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients. Patients reported positive experiences of students in their consultations, with 97% expressing willingness to see students. The majority of patients considered that teaching in general practice was a good thing. They also expressed altruistic ideas about facilitating learning. The tutors were enthusiastic and perceived that teaching had positive impacts on their practices despite negative effects on their workload. The community hospital staff welcomed students and expressed altruistic ideas about helping them learn. There was no significant difference between the rurally placed students' objective

  19. Evaluation of a task-based community oriented teaching model in family medicine for undergraduate medical students in Iraq

    Directory of Open Access Journals (Sweden)

    Al-Taee Waleed G

    2005-08-01

    Full Text Available Abstract Background The inclusion of family medicine in medical school curricula is essential for producing competent general practitioners. The aim of this study is to evaluate a task-based, community oriented teaching model of family medicine for undergraduate students in Iraqi medical schools. Methods An innovative training model in family medicine was developed based upon tasks regularly performed by family physicians providing health care services at the Primary Health Care Centre (PHCC in Mosul, Iraq. Participants were medical students enrolled in their final clinical year. Students were assigned to one of two groups. The implementation group (28 students was exposed to the experimental model and the control group (56 students received the standard teaching curriculum. The study took place at the Mosul College of Medicine and at the Al-Hadba PHCC in Mosul, Iraq, during the academic year 1999–2000. Pre- and post-exposure evaluations comparing the intervention group with the control group were conducted using a variety of assessment tools. Results The primary endpoints were improvement in knowledge of family medicine and development of essential performance skills. Results showed that the implementation group experienced a significant increase in knowledge and performance skills after exposure to the model and in comparison with the control group. Assessment of the model by participating students revealed a high degree of satisfaction with the planning, organization, and implementation of the intervention activities. Students also highly rated the relevancy of the intervention for future work. Conclusion A model on PHCC training in family medicine is essential for all Iraqi medical schools. The model is to be implemented by various relevant departments until Departments of Family medicine are established.

  20. Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

    Directory of Open Access Journals (Sweden)

    Alison Said

    2018-04-01

    Full Text Available The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6 students in two disciplines (applied science and engineering were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi- structured interviews, whilst a constant-comparative method was used for the photo- elicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no

  1. Evaluation of eLearning for the teaching of undergraduate ophthalmology at medical school: a randomised controlled crossover study.

    Science.gov (United States)

    Petrarca, Caroline A; Warner, Julia; Simpson, Andrew; Petrarca, Robert; Douiri, Abdel; Byrne, David; Jackson, Timothy L

    2018-05-25

    To compare ophthalmology teaching delivered by eLearning with traditional lectures, in terms of undergraduate performance and satisfaction. Randomised controlled crossover study at King's College London Medical School with 245 third year medical students. The ophthalmology syllabus was divided into ten topics. Five topics were randomised to be taught by traditional lectures and five by electronic learning (eLearning). For the second rotation of students the topics were crossed over, so that those topics taught by traditional lectures were taught by eLearning and vice versa. At the end of each rotation the students sat an optional online mock examination containing 100 questions (ten on each topic). Students' examination performance was compared between the two teaching methods. Student satisfaction was assessed using an online satisfaction survey. Outcome measures were the mean percentage of correct answers across all ten topics, student satisfaction and self-assessed knowledge. The mean examination score for questions taught by eLearning was 58% (95% CI, 55.7-59.6), versus 55% (95% CI 53.1-56.8) for traditional lectures (P = 0.047). Across all topics students were more satisfied with eLearning than traditional lectures, with 87% (95% CI 84.5-88.4) rating eLearning as 'excellent' or 'good' versus 65% (95% CI 62.0-67.4) for lectures (p eLearning compared to traditional lectures, with 166 (69.7%) rating eLearning 'much better' or 'better,' 61 (25.6%) 'neutral' and 11 (4.6%) 'worse' or 'much worse.' Student satisfaction and examination performance are both enhanced by ophthalmology eLearning. Similar eLearning modules may be suitable for other specialties and postgraduate learning.

  2. Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy.

    Science.gov (United States)

    Bruno, Paul A; Love Green, Jennifer K; Illerbrun, Sara L; Holness, Duncan A; Illerbrun, Samantha J; Haus, Kara A; Poirier, Sylvianne M; Sveinson, Katherine L

    2016-01-01

    The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on the number of peer teaching sessions they attended: nonattendees (0 sessions), infrequently attended (1-3 sessions), and frequently attended (≥ 4 sessions). After controlling for academic preparedness [i.e., admission grade point average (AGPA)] using an analysis of covariance, the final grades of frequent attendees were significantly higher than those of nonattendees (P = 0.025) and infrequent attendees (P = 0.015). A multiple regression analysis was performed to estimate the relative independent contribution of several variables in predicting the final grade. The results suggest that frequent attendance (β = 0.245, P = 0.007) and AGPA (β = 0.555, P < 0.001) were significant positive predictors, while being a first-year student (β = -0.217, P = 0.006) was a significant negative predictor. Collectively, these results suggest that attending a certain number of sessions may be required to gain a noticeable benefit from the program, and that first-year students (particularly those with a lower level of academic preparedness) would likely stand to benefit from maximally using the program. End-of-semester surveys and reports indicate that the program had several additional benefits, both to the students taking the course and to the students who served as program leaders. Published 2015 American Association of Anatomists.

  3. Teaching the content and context of science: The effect of using historical narratives to teach the nature of science and science content in an undergraduate introductory geology course

    Science.gov (United States)

    Vanderlinden, David Winston

    This study reports the use of historically accurate narratives (short stories) to simultaneously teach geology content and the nature of science in an introductory, undergraduate geology course. The stories describe key events involved in the development of geologists' ideas about continental drift/plate tectonics and deep time/the age of the Earth. The design of the stories provides a highly contextualized setting which is designed to promote NOS and geology understanding by explicitly attending students to fundamental concepts and requiring students to reflect on the short story content. Evidence is reported to support the conclusion that students using these short stories constructed a better understanding of (1) the variety of processes involved in the construction of scientific knowledge, (2) the subjective nature of data that allows it to be interpreted differently by different scientists, and (3) the roles that culture and society play in determining the way in which scientific work is conducted and scientific ideas are constructed, while maintaining equal levels of understanding of geology content when compared to students who did not use the short stories. In some cases, students' preconceptions about objectivity in science, the degree to which scientific ideas can be considered as "proven" or "true," and the role of discovery in science appear to have adversely affected their ability to interpret the short story content in the ways intended. In addition, students' misconceptions about differences in how oceanic and continental plates were formed and geologists' use of relative and absolute dating techniques, especially the appropriate uses of radio-isotopic dating, are described. This study has implications for science instructors as they make efforts to efficiently use class time and curriculum resources to teach about the both the content and context of science and for geology instructors as they consider students' misconceptions about plate tectonics

  4. Undergraduate medical student's perception about an integrated method of teaching at a medical school in Oman

    Directory of Open Access Journals (Sweden)

    Harshal Sabane

    2015-01-01

    Full Text Available Objective In recent years, there has been a gradual but definitive shift in medical schools all over the globe to promote a more integrated way of teaching. Integration of medical disciplines promotes a holistic understanding of the medical curriculum in the students. This helps them better understand and appreciate the importance and role of each medical subject. Method The study was conducted among the 5th year Pre-clinical students. Questionnaire consisted of 4 questions on the level of integration, 5 questions on various aspects of the assessment and some questions which tested the level of awareness of the integrated method. Result Out of a total of 72 students present on the day of data collection, 65 participated in the study giving a response rate of 90.27 %. After primary data cleansing 4 questionnaires had to be omitted. Most of the students opined as “good” or “very good” for the questions on integration and its attributes. Only 27 (44 % were aware of integrated curriculum being taught in other medical schools in the gulf. Similar findings were observed regarding assessment related questions. Reduction in the number of block exams is unpopular among the students and only 6% have agreed for 3, 4, or 5 non-summative block assessments. Opinion regarding the help of integrated teaching in IFOM based OMSB entrance examination was mixed with a greater variance in the responses. 43% students have indicated that they would like to spend more time with PDCI. Conclusion The students of our institution seem to have a favourable opinion regarding the integrated system of teaching. The satisfaction with the conduct of examinations and its related variables is found to be high. A reduction in the number of block exams however is unpopular among the target group and they would appreciate a greater time allocation for subjects of PDCI and Pharmacology.

  5. Simple assembling of organic light emitting diodes for teaching purposes in undergraduate labs

    Science.gov (United States)

    Vázquez-Córdova, Sergio; Ramos-Ortiz, Gabriel; Maldonado, José Luis; Meneses-Nava, Marco A.; Barbosa-García, Oracio

    2008-04-01

    Electroluminescent organic molecules and polymers have emerged as advanced materials used to fabricate organic light emitting diodes (OLED's) whose unique technological features could revolutionize the industry of flat panel displays. Although these novel organic materials combine low cost and ease of processing, the OLED's fabrication for educational purposes has been rarely reported. In this work, we report a simple and inexpensive method to fabricate OLED's devices intended for educational purposes in the undergraduate level of physics, chemistry and material sciences. For ease of fabrication the cathode in the diode structure was conformed by either an alloy of Bi-Pb-Cd-Sn or by a Ga-In alloy in liquid phase, or simply by silver paint, whereas we used ITO (Indium tin oxide) deposited on glass substrates as anode. Substrates of flexible plastic were also used. The OLED's were fabricated using the spin-coating technique with solutions of the fluorescent materials Alq3 and MEH:PPV, as well as the phosphorescent complex Ru(bpy)3. We report measurement data on current-voltage curves and luminescence obtained by students fabricating and testing the devices under normal room conditions.

  6. Developing a new experimental system for an undergraduate laboratory exercise to teach theories of visuomotor learning.

    Science.gov (United States)

    Kasuga, Shoko; Ushiba, Junichi

    2014-01-01

    Humans have a flexible motor ability to adapt their movements to changes in the internal/external environment. For example, using arm-reaching tasks, a number of studies experimentally showed that participants adapt to a novel visuomotor environment. These results helped develop computational models of motor learning implemented in the central nervous system. Despite the importance of such experimental paradigms for exploring the mechanisms of motor learning, because of the cost and preparation time, most students are unable to participate in such experiments. Therefore, in the current study, to help students better understand motor learning theories, we developed a simple finger-reaching experimental system using commonly used laptop PC components with an open-source programming language (Processing Motor Learning Toolkit: PMLT). We found that compared to a commercially available robotic arm-reaching device, our PMLT accomplished similar learning goals (difference in the error reduction between the devices, P = 0.10). In addition, consistent with previous reports from visuomotor learning studies, the participants showed after-effects indicating an adaptation of the motor learning system. The results suggest that PMLT can serve as a new experimental system for an undergraduate laboratory exercise of motor learning theories with minimal time and cost for instructors.

  7. Homeopathy and acupuncture teaching at Faculdade de Medicina da Universidade de São Paulo: the undergraduates' attitudes.

    Science.gov (United States)

    Teixeira, Marcus Zulian; Lin, Chin An; Martins, Milton de Arruda

    2005-03-02

    Homeopathy and acupuncture, although recognized as medical specializations in Brazil, are not taught in most medical schools. The objective was to evaluate undergraduate attitudes towards them following their inclusion as optional disciplines at Faculdade de Medicina da Universidade de São Paulo (FMUSP) in 2002. Questionnaire, at FMUSP. 484 students answered a self-administered questionnaire on these therapies, regarding their interest in learning, the teaching methods, their knowledge/experience (or that of someone close to them) and how it was acquired, the main indicators and general effectiveness of these therapies, and the possibilities for offering and integrating them within public healthcare units. Over 85% of the students considered that homeopathy and acupuncture should be included in curricula, as options (72%) or compulsorily (19%); 56% showed great interest in learning about them. Although 76% had little or no knowledge, 67% believed that these therapies had some effectiveness, and that chronic diseases (37%) or even chronic and acute diseases (29%) would be the main indicators for their use. Around 35% were receptive towards offering public primary care using both therapies, while 34% thought these treatments should also be available in hospitals and 60% believed they could be integrated with conventional medical practices. The medical students were interested in learning the principles of homeopathy and acupuncture, were able to observe and report on the effectiveness of these treatments and defended the use of these medical specializations within public healthcare.

  8. The experimental teaching reform in biochemistry and molecular biology for undergraduate students in Peking University Health Science Center.

    Science.gov (United States)

    Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

    2015-01-01

    Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and participated in some original research work. There is a critical educational need to prepare these students for the increasing accessibility of research experience. The redesigned experimental curriculum of biochemistry and molecular biology was developed to fulfill such a requirement, which keeps two original biochemistry experiments (Gel filtration and Enzyme kinetics) and adds a new two-experiment component called "Analysis of anti-tumor drug induced apoptosis." The additional component, also known as the "project-oriented experiment" or the "comprehensive experiment," consists of Western blotting and a DNA laddering assay to assess the effects of etoposide (VP16) on the apoptosis signaling pathways. This reformed laboratory teaching system aims to enhance the participating students overall understanding of important biological research techniques and the instrumentation involved, and to foster a better understanding of the research process all within a classroom setting. Student feedback indicated that the updated curriculum helped them improve their operational and self-learning capability, and helped to increase their understanding of theoretical knowledge and actual research processes, which laid the groundwork for their future research work. © 2015 The International Union of Biochemistry and Molecular Biology.

  9. Anesthesiology teaching during undergraduation through an academic league: what is the impact in students' learning?

    Science.gov (United States)

    Ramalho, Alan Saito; Silva, Felipe Duarte; Kronemberger, Tatiana Barboza; Pose, Regina Albanese; Torres, Marcelo Luis Abramides; Carmona, Maria José Carvalho; Auler, José Otávio Costa

    2012-01-01

    Academic leagues have been consolidated as instruments of medical teaching and for the introducing of medical students to practice of specialties, including anesthesiology. As the role of leagues in the development process of competencies and learning of their students is not well known, the learning of members of an anesthesiology academic league was evaluated after participating in its activities for one year. Students of an anesthesiology academic league were followed up from March to December 2010 and evaluated through objective cognitive tests of multiple choice applied before the beginning of activities and after their conclusion. Attendance in activities and epidemiologic profile of students were correlated with the tests results. Twenty medical students from 3rd to 6th year were analyzed, with an average age of 22.8 (21-26) years. The average participation in the proposed activities was 10.4/13 (80%). The average of right answers on the first test was 8.1/17 (47.6%), and 3rd year students had lower grades (pperformance (pevaluation tests, suggesting that the league is a useful teaching instrument that can provide improved learning of anesthesiology. Participation in activities was connected with improved performance. Activities developed in leagues may have a positive role in students' academic education, more specifically in this article, in anesthesiology. Copyright © 2012 Elsevier Editora Ltda. All rights reserved.

  10. Teaching diversity to medical undergraduates: Curriculum development, delivery and assessment. AMEE GUIDE No. 103.

    Science.gov (United States)

    Dogra, Nisha; Bhatti, Farah; Ertubey, Candan; Kelly, Moira; Rowlands, Angela; Singh, Davinder; Turner, Margot

    2016-01-01

    The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice.

  11. Implementing Mixed Method of Peer Teaching and Problem Solving on Undergraduate Students

    Directory of Open Access Journals (Sweden)

    A. Firli

    2017-02-01

    Full Text Available This study examined the application of problem solving method combined with student centered learning (peer teaching method as a mixed method to improve student’s passing level of financial management course. The object of this study was the 84 students of financial management course separated within two classes during the odd semester period 2014/2015, July until December 2015 with fourteen meeting courses. Data used to measure the results of the application is mid and final exam scores of both classes. Researcher used observation, interview and documentation as data collect technique also triangulation technique as data validity check. This study used problem solving method combined with student centered learning (peer teaching method as a mixed method which included into the Classroom Action Research. The final results show the increase in class A passing level is 17%. Class B passing level increased 3%. From the research we also know that in practical use of mixed method learning, leader’s quality and conducive learning environment are influencing factors in improving student’s learning performance. While the result confirms that mixed method improving learning performance, this study also founds additional factors that might be considerably affecting the results of learning performance when implementing the mixed method.

  12. Competency-Based University Undergraduate Teaching Management: Proposal for a Conceptual Model

    Directory of Open Access Journals (Sweden)

    Rodolfo Schmal

    2005-12-01

    Full Text Available The human resources societies and their organizations can count on are more and more relevant. In that sense, a major challenge faced by universities is to give students the appropriate background to be professionals with the profile the current scenario requires. This article focuses the management of university careers. Historically, many careers have emphasized knowledge, especially abstract knowledge. Today, the trend is to address aspects that reach beyond cognition, and focus the attention in effective competencies that include procedures and attitudes. Such approach allows the opportunity of defining a holistic management of careers, reaching beyond the sheer teaching of disciplines. Concurrently, the availability of information methods and tools will contribute for the definition and implementation of a design process that can work with explicit criteria and transformations. The article proposes a conceptual model to represent the objects, and their attributes and associations that are considered of interest for the management of university teaching under a competency focus. A second stage should implement such model through the construction of an information system that supports the management of corresponding careers.

  13. Medical educators' perspectives of teaching physical examinations using ultrasonography at the undergraduate level

    Directory of Open Access Journals (Sweden)

    Irene Ma

    2013-03-01

    Full Text Available Background: Ultrasonography is increasingly used for teaching physical examination in medical schools. This study seeks the opinions of educators as to which physical examinations would be most enhanced by the addition of ultrasonography. We also asked when ultrasound-aided physical examination teaching could have deleterious effects if used outside its intended scope. Methods: All of the educators from the University of Calgary Master Teacher Program were invited to complete a 22-item paper-based survey. Survey items were generated independently by two investigators, with input from an expert panel (N = 5. Results: Of the 36 educators, 27 (75% completed the survey. Examinations identified to be potentially most useful included: measuring the size of the abdominal aorta, identifying the presence/absence of ascites, identifying the presence/absence of pleural effusions, and measuring the size of the bladder. Examinations thought to be potentially most harmful included: identifying the presence/absence of intrauterine pregnancy, measuring the size of the abdominal aorta, and identifying the presence/absence of pericardial effusion. Conclusions: Examinations that are potentially the most useful may also be potentially the most harmful. When initiating an ultrasound curriculum for physical examinations, educators should weigh the risks and benefits of examinations chosen.

  14. Attitude and confidence of undergraduate medical programme educators to practice and teach evidence-based healthcare: a cross-sectional survey.

    Science.gov (United States)

    Young, Taryn; Esterhuizen, Tonya M; Volmink, Jimmy; Clarke, Mike

    2016-06-01

    Medical student educators play critical roles in evidence-based healthcare (EBHC) teaching and learning and as role models practicing EBHC. This study assessed their confidence to practice and teach EBHC, their attitude to EBHC and barriers to practicing and teaching EBHC. We conducted a cross-sectional online survey of educators of undergraduate medical students at a South African academic institution. STATA 12 was used for quantitative data analysis. Responses to open-ended questions were coded, and further interpretation done using thematic content analysis. Forty two (19%) educators from various departments responded to the invitation sent to everyone formally involved in teaching undergraduate medical students. They had high levels of knowledge and understanding of EBHC. Many had received training in teaching and learning approaches, although EBHC training received was mainly on enabling competencies. Limitations to practicing EBHC included lack of time, clinical workload, limited access to Internet and resources, knowledge and skills. One quarter of the respondents indicated that they teach EBHC. Perceived barriers to teaching EBHC reported related to students (e.g. lack of interest), context (e.g. access to databases) and educators (e.g. competing priorities). Respondents' suggestions for support included reliable Internet access, easy point-of-care access to databases and resources, increasing awareness of EBHC, building capacity to practice and facilitate learning of EBHC and a supportive community of practice. Educators play a critical role in facilitating EBHC learning not just in the classroom, but also in practice. Without adequate support, training and development, they are ill equipped to be the role models future healthcare professionals need.

  15. Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature.

    Science.gov (United States)

    Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

    2016-05-01

    The value and importance of incorporating strategies that promote critical thinking in nursing and midwifery undergraduate programmes are well documented. However, relatively little is known about the effectiveness of teaching strategies in promoting CT. Evaluating effectiveness is important to promote 'best practise' in teaching. To evaluate the efficacy of teaching methods used to develop critical thinking skills in nursing and midwifery undergraduate students. The following six databases; CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus were searched and resulted in the retrieval of 1315 papers. After screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme tool. Twenty-eight studies met the inclusion criteria and quality appraisal. Twelve different teaching interventions were tested in 8 countries. Results varied, with little consistency across studies using the same type of intervention or outcome tool. Sixteen tools were used to measure the efficacy of teaching in developing critical thinking. Seventeen studies identified a significant increase in critical thinking, while nine studies found no increases, and two found unexplained decreases in CT when using a similar educational intervention. Whilst this review aimed to identify effective teaching strategies that promote and develop critical thinking, flaws in methodology and outcome measures contributed to inconsistent findings. The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise. The review was limited to empirical studies published in English that used measures of critical thinking with midwifery and nursing students. Discipline specific strategies and tools that measure students' abilities to apply CT in practise are needed. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  16. Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis.

    Science.gov (United States)

    Oliveira, Larissa Bertacchini de; Díaz, Leidy Johanna Rueda; Carbogim, Fábio da Costa; Rodrigues, Adriano Rogério Baldacin; Püschel, Vilanice Alves de Araújo

    2016-04-01

    To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106). The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning. Avaliar a efetividade das estratégias de ensino utilizadas para o desenvolvimento do pensamento crítico (PC) em estudantes de graduação em Enfermagem. Revisão sistemática com metanálise baseada nas recomendações do Joanna Briggs Institute. A busca foi realizada nas bases de dados PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO e ERIC e de banco de teses dos quatro continentes. A seleção e avaliação inicial dos estudos e a avaliação da qualidade metodológica foi realizada por dois revisores de forma independente. Incluídos 12 ensaios clínico randomizados. Na metanálise, dos quatro estudos incluídos que avaliaram a estratégia do Problem Based

  17. Teaching structure: student use of software tools for understanding macromolecular structure in an undergraduate biochemistry course.

    Science.gov (United States)

    Jaswal, Sheila S; O'Hara, Patricia B; Williamson, Patrick L; Springer, Amy L

    2013-01-01

    Because understanding the structure of biological macromolecules is critical to understanding their function, students of biochemistry should become familiar not only with viewing, but also with generating and manipulating structural representations. We report a strategy from a one-semester undergraduate biochemistry course to integrate use of structural representation tools into both laboratory and homework activities. First, early in the course we introduce the use of readily available open-source software for visualizing protein structure, coincident with modules on amino acid and peptide bond properties. Second, we use these same software tools in lectures and incorporate images and other structure representations in homework tasks. Third, we require a capstone project in which teams of students examine a protein-nucleic acid complex and then use the software tools to illustrate for their classmates the salient features of the structure, relating how the structure helps explain biological function. To ensure engagement with a range of software and database features, we generated a detailed template file that can be used to explore any structure, and that guides students through specific applications of many of the software tools. In presentations, students demonstrate that they are successfully interpreting structural information, and using representations to illustrate particular points relevant to function. Thus, over the semester students integrate information about structural features of biological macromolecules into the larger discussion of the chemical basis of function. Together these assignments provide an accessible introduction to structural representation tools, allowing students to add these methods to their biochemical toolboxes early in their scientific development. © 2013 by The International Union of Biochemistry and Molecular Biology.

  18. Pilot undergraduate course teaches students about chronic illness in children: an educational intervention study.

    Science.gov (United States)

    Montenegro, Roberto E; Birnie, Krista D; Fisher, Paul Graham; Dahl, Gary V; Binkley, John; Schiffman, Joshua D

    2014-01-01

    Recent data question whether medical education adequately prepares physicians to care for the growing number of children with chronic medical conditions. We describe a 10-week course designed to provide undergraduate students with the knowledge and skills required to understand and care for children with chronic or catastrophic illnesses. The course presented the illness experience from the child's perspective and thus presented information in a manner that was efficient, conducive, and memorable. The curriculum was designed like a graduate-level seminar that included workshops, lectures, readings, writing, and lively discussions. This is an educational intervention study that used survey data to assess changes in attitudes among and between participants completing this course versus students not exposed to this course. We used Somers' D test and Fisher's z-transformation to perform both pre- and post-nonparametric comparisons. Course participants were more likely to change their attitudes and agree that chronically ill children "feel comfortable talking with their peers about their condition" (P=0.003) and less likely to agree that these children "want to be treated differently," "want more sympathy," or "care less about romantic relationships" (P = 0.003, 0.002 and 0.02, respectively). Controls were more likely to continue to agree that chronically ill children "want to be treated differently" (P = 0.009) and "care less about romantic relationships" (P = 0.02), and less likely to agree that these children "talk openly" or "feel comfortable talking with their peers about their condition" (P = 0.04). This classroom-based course serves as a feasible and cost-effective model for universities and medical schools to aid in improving student attitudes toward treating chronically ill children. The course provides the unique opportunity to learn directly from those who care for and those who have lived with chronic illness.

  19. Being a Scientist While Teaching Science: Implementing Undergraduate Research Opportunities for Elementary Educators

    Science.gov (United States)

    Hock, Emily; Sharp, Zoe

    2016-03-01

    Aspiring teachers and current teachers can gain insight about the scientific community through hands-on experience. As America's standards for elementary school and middle school become more advanced, future and current teachers must gain hands-on experience in the scientific community. For a teacher to be fully capable of teaching all subjects, they must be comfortable in the content areas, equipped to answer questions, and able to pass on their knowledge. Hands-on research experiences, like the Summer Astronomy Research Experience at California Polytechnic University, pair liberal studies students with a cooperative group of science students and instructors with the goal of doing research that benefits the scientific community and deepens the team members' perception of the scientific community. Teachers are then able to apply the basic research process in their classrooms, inspire students to do real life science, and understand the processes scientists' undergo in their workplace.

  20. Teaching Development of Foundation Environmental Science Course Using Undergraduate Handbook of Buriram Rajabhat University

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    Kuntida Thammamrat

    2017-06-01

    Full Text Available The present study is an attempt to apply the handbook as a tool for teaching foundation of environmental science. The aims of this investigation were 1 to develop a course handbook that fills the standard criteria of 80/80 2 to compare mean derived from pretest and posttest scores 3 to compare student’s attitude toward environmental science from the pretest and posttest scores and 4 to compare student’s environmental scientific skills prior to and after using a study handbook. The key informants were 56 students drawn from 1st- year students of Environmental Science Department of Buriram Rajabhat University in 2558 (B.E academic year. Four instruments of data collection were constructed including 1 the course handbook 2 test of student’s basic knowledge on environmental science, 3 the test of student’s attitude toward environmental science, and 4 the test of student’s environmental scientific skills. The statistics analysis in this study comprised frequency percentage, mean, standard deviation and dependent t – test, which were of used for examining the hypothesis. The findings of this investigation revealed that 1 the efficiency of the handbook entitled “Foundation of environmental science” met the criteria of 80/80 in all aspects with value 83.93/91.81 2 the scores derived from student’s posttest is higher than pretest with .05 statistical significant difference 3 teaching through the handbook enhanced the level of student attitude toward environmental science with .05 statistical significant difference and 4 the environmental scientific skills of the students learning through the handbook are significantly higher than before, at .05 level.

  1. Teaching empathy to undergraduate medical students using a temporary tattoo simulating psoriasis.

    Science.gov (United States)

    Latham, Lesley; MacDonald, Aimee; Kimball, Alexa B; Langley, Richard G

    2012-07-01

    Psoriasis has a profound negative effect on quality of life that is often underappreciated by health care professionals and the public. We sought to assess the perception of the burden of psoriasis relative to other medical conditions in first-year medical students, and to determine if wearing a temporary tattoo simulating psoriasis during a teaching exercise would change their perceptions. Participants completed a questionnaire assessing their perception of the impact of psoriasis and other common medical conditions (visual analog scale). Participants then wore a temporary tattoo of a psoriatic lesion for 24 hours and completed the same questionnaire after this exercise. Of 91 students approached, 61 completed the study. At baseline, psoriasis (mean = 23.6) and eczema (mean = 23.3) were perceived as having the lowest physical burden of diseases queried (P mental impact of psoriasis was scored comparably with arthritis, heart disease, and diabetes (mean = 45.1-56.7), but lower than cancer (mean = 82.2) and depression (mean = 93.8). After the exercise, the perception of the impact of eczema (physical: mean = 37.3, P mental: mean = 66.6, P = .0005) and psoriasis (physical: mean = 37.8, P = .0014; mental: mean = 68.6, P = .0293) was significantly increased. The exercise did not simulate the chronic nature of psoriasis or the scaling and pruritic characteristics of psoriatic lesions. The survey instrument used to assess empathy has not been previously validated and statistical analysis was limited by small sample size and the absence of a control group. Temporary tattoos are a novel and effective method of teaching medical students about the psychological burden of psoriasis. Copyright © 2011 American Academy of Dermatology, Inc. Published by Mosby, Inc. All rights reserved.

  2. The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: a cross-over trial.

    Science.gov (United States)

    Dhaliwal, Harmeet Kaur; Allen, Mark; Kang, Jing; Bates, Claire; Hodge, Trevor

    2015-06-01

    New methods of teaching and learning are constantly being sought in the adult learning environment. Audience Response Systems (ARS) have been used in many different learning environments, especially in the field of medical education. The objective of this investigation was to ascertain the effect of ARS use in undergraduate teaching in a UK dental school. A cross-over clustered randomized educational trial. Leeds Dental Institute. Year 4 undergraduate dental students in orthodontics. Students at Leeds Dental Institute were taught two different topics within the curriculum to test the use of ARS in a cross-over trial. A questionnaire was delivered to the test (ARS) and control (non-ARS) groups. The response rate to the questionnaires was 89·5% (test group) and 82·9% (control group). The ARS enabled students to perform better as shown by knowledge retention (P = 0·013). Students found the seminar more interesting (P = 0·013), easier to concentrate (P = 0·025) and easier to participate in (P = 0·020) when ARS was used. When ARS was used, students were more able to answer questions (P<0·0001), were more likely to prepare for the seminar (P<0·0001) and significantly preferred using ARS (P<0·0001). ARS was found to significantly improve student concentration and participation in small group seminar teaching and significantly improved knowledge retention. ARS may be useful in facilitating orthodontic teaching in the future.

  3. Teaching Resources and Instructor Professional Development for Integrating Laser Scanning, Structure from Motion, and GPS Surveying into Undergraduate Field Courses

    Science.gov (United States)

    Pratt-Sitaula, B.; Charlevoix, D. J.; Douglas, B. J.; Crosby, B. T.; Crosby, C. J.; Lauer, I. H.; Shervais, K.

    2017-12-01

    Field experiences have long been considered an integral part of geoscience learning. However, as data acquisition technologies evolve, undergraduate field courses need to keep pace so students gain exposure to new technologies relevant to the modern workforce. Maintaining expertise on new technologies is also challenging to established field education programs. Professional development and vetted curriculum present an opportunity to advance student exposure to new geoscience data acquisition technology. The GEodesy Tools for Societal Issues (GETSI) Field Collection, funded by NSF's Improving Undergraduate STEM Education program, addresses these needs in geodesy field education. Geodesy is the science of accurately measuring Earth's size, shape, orientation, mass distribution and the variations of these with time. Modern field geodesy methods include terrestrial laser scanning (TLS), kinematic and static GPS/GNSS surveying (global positioning system/global navigation satellite system), and structure from motion (SfM) photogrammetry. The GETSI Field Collection is a collaborative project between UNAVCO, Indiana University, and Idaho State University. The project is provides curriculum modules and instructor training (in the form of short courses) to facilitate the inclusion of SfM, TLS, and GPS surveying into geoscience courses with field components. The first module - Analyzing High Resolution Topography with TLS and SfM - is available via SERC; (serc.carleton.edu/getsi/teaching_materials/high-rez-topo) the second module - "High Precision Positioning with Static and Kinematic GPS/GNSS" - will be published in 2018. The module development and assessment follows the standards of the InTeGrate Project (an NSF STEP Center)previously tested on geodesy content in the GETSI classroom collection (serc.carleton.edu/getsi). This model emphasizes use of best practices in STEM education, including situating learning in the context of societal importance. Analysis of student work

  4. Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates

    Science.gov (United States)

    Cianfrani, C. M.

    2009-12-01

    Teaching Sustainable Water Resources and Low Impact Development: A Project Centered Course for First-Year Undergraduates Christina M. Cianfrani Assistant Professor, School of Natural Science, Hampshire College, 893 West Avenue, Amherst, MA 01002 Sustainable water resources and low impact development principles are taught to first-year undergraduate students using an applied design project sited on campus. All students at Hampshire College are required to take at least one natural science course during their first year as part of their liberal arts education. This requirement is often met with resistance from non-science students. However, ‘sustainability’ has shown to be a popular topic on campus and ‘Sustainable Water Resources’ typically attracts ~25 students (a large class size for Hampshire College). Five second- or third-year students are accepted in the class as advanced students and serve as project leaders. The first-year students often enter the class with only basic high school science background. The class begins with an introduction to global water resources issues to provide a broad perspective. The students then analyze water budgets, both on a watershed basis and a personal daily-use basis. The students form groups of 4 to complete their semester project. Lectures on low impact design principles are combined with group work sessions for the second half of the semester. Students tour the physical site located across the street from campus and begin their project with a site analysis including soils, landcover and topography. They then develop a building plan and identify preventative and mitigative measures for dealing with stormwater. Each group completes TR-55 stormwater calculations for their design (pre- and post-development) to show the state regulations for quantity will be met with their design. Finally, they present their projects to the class and prepare a formal written report. The students have produced a wide variety of creative

  5. 3D movies for teaching seafloor bathymetry, plate tectonics, and ocean circulation in large undergraduate classes

    Science.gov (United States)

    Peterson, C. D.; Lisiecki, L. E.; Gebbie, G.; Hamann, B.; Kellogg, L. H.; Kreylos, O.; Kronenberger, M.; Spero, H. J.; Streletz, G. J.; Weber, C.

    2015-12-01

    Geologic problems and datasets are often 3D or 4D in nature, yet projected onto a 2D surface such as a piece of paper or a projection screen. Reducing the dimensionality of data forces the reader to "fill in" that collapsed dimension in their minds, creating a cognitive challenge for the reader, especially new learners. Scientists and students can visualize and manipulate 3D datasets using the virtual reality software developed for the immersive, real-time interactive 3D environment at the KeckCAVES at UC Davis. The 3DVisualizer software (Billen et al., 2008) can also operate on a desktop machine to produce interactive 3D maps of earthquake epicenter locations and 3D bathymetric maps of the seafloor. With 3D projections of seafloor bathymetry and ocean circulation proxy datasets in a virtual reality environment, we can create visualizations of carbon isotope (δ13C) records for academic research and to aid in demonstrating thermohaline circulation in the classroom. Additionally, 3D visualization of seafloor bathymetry allows students to see features of seafloor most people cannot observe first-hand. To enhance lessons on mid-ocean ridges and ocean basin genesis, we have created movies of seafloor bathymetry for a large-enrollment undergraduate-level class, Introduction to Oceanography. In the past four quarters, students have enjoyed watching 3D movies, and in the fall quarter (2015), we will assess how well 3D movies enhance learning. The class will be split into two groups, one who learns about the Mid-Atlantic Ridge from diagrams and lecture, and the other who learns with a supplemental 3D visualization. Both groups will be asked "what does the seafloor look like?" before and after the Mid-Atlantic Ridge lesson. Then the whole class will watch the 3D movie and respond to an additional question, "did the 3D visualization enhance your understanding of the Mid-Atlantic Ridge?" with the opportunity to further elaborate on the effectiveness of the visualization.

  6. Teaching Undergraduate Students to Visualize and Communicate Public Health Data with Infographics

    Directory of Open Access Journals (Sweden)

    Justin D. Shanks

    2017-11-01

    Full Text Available The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1 understand the purposes of and potential uses for infographics, (2 cultivate creative visual communication skills, and (3 disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1 Communicating Science-Related Topics to Non-experts, (2 Developing Professional Skills, (3 Understanding Health Issues, and (4 Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.

  7. Teaching Undergraduate Students to Visualize and Communicate Public Health Data with Infographics.

    Science.gov (United States)

    Shanks, Justin D; Izumi, Betty; Sun, Christina; Martin, Allea; Byker Shanks, Carmen

    2017-01-01

    The purpose of this study was to explore the degree to which an infographic assignment facilitated student learning around health science issues, as well as the ways in which the assignment was an effective teaching tool. The objectives of the assignment were to (1) understand the purposes of and potential uses for infographics, (2) cultivate creative visual communication skills, and (3) disseminate a complex health topic to diverse audiences. The infographic assignment was developed at Montana State University and piloted at Portland State University. Students were assigned to small groups of three or four to create an infographic focused on a health science issue. The assignment was divided into four steps: brainstorming, developing, designing, and finalizing. Focus groups were conducted to assess how learning occurred throughout the assignment and identify any opportunities for modification of the assignment. This study was conducted with freshman students enrolled at Portland State University, a public university located in downtown Portland, OR, USA. Thirty four students completed the assignment and 31 students participated in one of three focus groups. Four themes emerged from focus groups: (1) Communicating Science-Related Topics to Non-experts, (2) Developing Professional Skills, (3) Understanding Health Issues, and (4) Overall Experience. This article outlines the assignment, discusses focus group results, and presents assignment modifications. It is clear that the infographic assignment facilitated learning about accessing and translating data. This assignment is ideally suited for use with diverse college-age audiences in health education and health promotion fields.

  8. Assessment of a Group Activity Based Educational Method to Teach Research Methodology to Undergraduate Medical Students of a Rural Medical College in Gujarat, India.

    Science.gov (United States)

    Kumar, Dinesh; Singh, Uday Shankar; Solanki, Rajanikant

    2015-07-01

    Early undergraduate exposure to research helps in producing physicians who are better equipped to meet their professional needs especially the analytical skills. To assess the effectiveness and acceptability of small group method in teaching research methodology. Sixth semester medical undergraduates (III MBBS-part1) of a self-financed rural medical college. The workshop was of two full days duration consisting of daily two sessions by faculty for 30 minutes, followed by group activity of about four hours and presentation by students at the end of the day. A simple 8 steps approach was used. These steps are Identify a Problem, Refine the Problem, Determine a Solution, Frame the Question, Develop a Protocol, Take Action, Write the Report and Share your Experience. A Pre-test and post-test assessment was carried out using a questionnaire followed by anonymous feedback at the end of the workshop. The responses were evaluated by blinded evaluator. There were 95 (94.8%) valid responses out of the 99 students, who attended the workshop. The mean Pre-test and post-test scores were 4.21 and 10.37 respectively and the differences were found to be significant using Wilcoxon Sign Rank test (presearch methodology workshop can play a significant role in teaching research to undergraduate students in an interesting manner. However, the long term effect of such workshops needs to be evaluated.

  9. Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

    Science.gov (United States)

    Iverson, Ellen A. Roscoe

    The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

  10. The Need for Pedagogical Qualifications for Teaching Cardiology to Undergraduate Students

    Directory of Open Access Journals (Sweden)

    Waldomiro Carlos Manfroi

    2002-03-01

    Full Text Available OBJECTIVE: To report a training program in cardiology emphasizing changes in its pedagogical practice. These changes were put into practice by some teachers at the Medical School of Porto Alegre of the University of Rio Grande do Sul (FAMED/UFRGS aiming to make faculty and student activities more dynamic and to promote more efficacious learning. The training program is directed at 5th semester medical students and aims at a behavioral change in teachers and students to promote more interaction, to favor exchanges, and to make the teaching-learning process easier, always maintaining the patient in the center of the medical activity. METHODS: The program emphasizes the definition of general and specific objectives for each activity to be developed by the students, with training in the area of admission to the cardiology service, with special emphasis on behavioral change in the cognitive, motor, affective, and attitudinal areas. Knowledge was developed by means of interactive seminars with initial and final assessment tests to identify students' and teachers' performance. The students were evaluated in an immediate, continuous, and progressive way in their daily activities and through comparison of the results of 2 tests, one applied at the beginning of the training and the other at its end. These 2 tests contained the same questions. RESULTS: We systematically assessed 560 students over 4 years. The mean grades of the tests performed prior to and after the 244 seminars were 7.38±1.66 and 9.17± 0.82, respectively (p<0.0001. For the tests applied at the beginning and at the end of the training, the mean grades were 5.61±1.61 and 9.37±0.90, respectively (p<0.0001. CONCLUSION: The program proved to be efficient both for the students' learning and for assessing their performance in a systematic and objective way.

  11. On the Strategies of Graduation Thesis Writing Teaching of Translation Major Undergraduates Based on Eco-Translatology

    Science.gov (United States)

    Lin, Wang

    2017-01-01

    Graduation thesis is an indispensible procedure for each undergraduate, which is crucial for successful graduation, employment, further study and even further development. However, due to most undergraduates' ignorance of academic writing and the deficiency of current thesis writing course, thesis writing ability can hardly be enhanced and…

  12. Integrating a Discovery-Based Laboratory to Teach Supply Chain Management Fundamentals in an Undergraduate Management Course

    Science.gov (United States)

    Zeng, Amy; Johnson, Sharon

    2009-01-01

    Using experiential simulation games is a commonly used pedagogical method to enrich classroom discussions and to facilitate students' learning in supply chain management education at both undergraduate and graduate levels. However, existing games are inappropriate for undergraduate students that are first-time learners of the subject. In this…

  13. The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand

    Directory of Open Access Journals (Sweden)

    Jane Johnson

    2015-05-01

    Full Text Available The need for undergraduate teaching of Animal Welfare and Ethics (AWE in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called ‘Human Continuum’ discussion platform; and a negotiated curriculum.

  14. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

    Science.gov (United States)

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

    2016-01-01

    We present a novel assessment tool for measuring biology students’ values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. PMID:27856547

  15. Promovendo a argumentação no ensino superior de química Promoting argumentation in undergraduate chemistry teaching

    Directory of Open Access Journals (Sweden)

    Luciana Passos Sá

    2007-01-01

    Full Text Available Studies have demonstrated the importance of argumentation in science education. Based on this assertion, we have tried to develop argumentative abilities in chemistry undergraduate students through a teaching methodology based on case studies. The process culminated with class presentations by student groups about possible solutions for the cases. To assess the quality of students' argumentation, videotapes of group presentations were collected and analyzed using Toulmin's Argument Pattern (TAP. TAP illustrates the nature of an argument in terms of claims, data, warrants, backings, and rebuttals. The findings of this work support the idea that the case study approach is an effective strategy for enhancing students' ability to argument.

  16. Undergraduate Convexity

    DEFF Research Database (Denmark)

    Lauritzen, Niels

    -Motzkin elimination, the theory is developed by introducing polyhedra, the double description method and the simplex algorithm, closed convex subsets, convex functions of one and several variables ending with a chapter on convex optimization with the Karush-Kuhn-Tucker conditions, duality and an interior point......Based on undergraduate teaching to students in computer science, economics and mathematics at Aarhus University, this is an elementary introduction to convex sets and convex functions with emphasis on concrete computations and examples. Starting from linear inequalities and Fourier...

  17. Teaching Culture and Improving Language Skills through a Cinematic Lens: A Course on Spanish Film in the Undergraduate Spanish Curriculum.

    Science.gov (United States)

    Stephens, Julie L.

    2001-01-01

    Explores the role of a course on Spanish cinema in an undergraduate, university-level curriculum in terms of its potential to acquaint students with significant cultural issues and to develop language skills. (Author/VWL)

  18. Learning to look from different perspectives - what can dental undergraduates learn from an arts and humanities-based teaching approach?

    Science.gov (United States)

    Zahra, F Smyth; Dunton, K

    2017-02-10

    By its nature, clinical teaching involves supporting small groups of dental students at the chairside as they treat their own patients. Scaffolding their learning in this way enables observation at close quarters of the various stages of development from early novice, just commencing clinical treatment of patients, to those approaching qualification. The students' main concerns throughout are not primarily with the technical skills required, which they have already been taught in the clinical skills laboratories, but dealing with the complex realities and ambiguities of clinical practice; the 'hidden curriculum' of decision making, judgement calls, issues of communication and what it actually means to be professional. Yet, in an already packed curriculum little time is spent helping the students develop these higher order skills. In an effort to improve clinical reasoning and interpretative skills, many medical schools in the US and a number of leading medical schools here in the UK now incorporate arts and humanities-based initiatives into their curricula. This allows for a greater balance between the objectivity of evidence-based medicine and the pluralism and subjectivity of the arts and humanities, providing a more holistic, patient-centred education that promotes a tolerance of ambiguity. In this paper, we describe a pilot programme which sought to explore the value of this approach in the context of dental education, and share early indicators that balancing interventions of this type with clinical sciences can enhance dental students' capabilities in their professional and personal development. We conclude that in today's complex world we must educate not just for competence, but for capability and that the interdisciplinarity afforded by the 'clinical humanities' is both a promising area for further educational research and potentially a valuable addition to the curriculum.

  19. 应用型本科院校审计学教学模式研究%Research on the Teaching Mode of Auditing in Applied Undergraduate Colleges

    Institute of Scientific and Technical Information of China (English)

    马娟; 施伟

    2015-01-01

    To improve the teaching effect of auditing and train applied auditing talents, applied undergraduate colleges are expected to change the traditional teaching pattern and integrate teaching contents of auditing by using various methods. As well as having professional knowledge, business skills and good professional ethics, applied auditing talents should possess practice ability and innovation spirit. An interactive teaching mode should be established in the teaching of auditing, which has such characteristics as follows: see the students as the main body, see the teachers as the guider and encourage the students learning by themselves. In teach-ing of basic theories, the priority should be given to teachers’interpretation of key contents, and further at-tention must be paid to typical example explanation and case discussion. In teaching of basic skills, subject-based research teaching model should be more widely adopted, and sufficient attention must be paid to case discussion and skills training accordingly. In training of integrating skills, the computer audit simulation will first be practiced in laboratories, and particular attention must be paid to practical training in accounting firms.%应用型审计人才不仅应具有专业知识、业务技能和良好职业道德,还应具有实践及创新能力。应用型本科学院审计学课程的授课模式应是一种以“学生自主学习为中心、教师引导为前提、实践教学为支撑”的“教师导学—学生自学—教师助学”的互动教学模式,具体方案为:课程基本理论以课堂点讲为主,辅以典型例题讲解和案例讨论;基本技能以课题性研究式学习为主,着重案例讨论与技能训练;整体技能训练以实验室模拟审计先行,着重事务所综合实训。

  20. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students.

    Science.gov (United States)

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V

    2016-01-01

    We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. © 2016 G. Marbach-Ad 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).

  1. Introducing Research Methods to Undergraduate Majors Through an On-Campus Observatory with The University of Toledo's Ritter Observatory

    Science.gov (United States)

    Richardson, Noel; Hardegree-Ullman, Kevin; Bjorkman, Jon Eric; Bjorkman, Karen S.; Ritter Observing Team

    2017-01-01

    With a 1-m telescope on the University of Toledo (OH) main campus, we have initiated a grad student-undergraduate partnership to help teach the undergraduates observational methods and introduce them to research through peer mentorship. For the last 3 years, we have trained up to 21 undergraduates (primarily physics/astronomy majors) in a given academic semester, ranging from freshman to seniors. Various projects are currently being conducted by undergraduate students with guidance from graduate student mentors, including constructing three-color images, observations of transiting exoplanets, and determination of binary star orbits from echelle spectra. This academic year we initiated a large group research project to help students learn about the databases, journal repositories, and online observing tools astronomers use for day-to-day research. We discuss early inclusion in observational astronomy and research of these students and the impact it has on departmental retention, undergraduate involvement, and academic success.

  2. REBUILDING THE PROFESSIONAL TEACHING CAPACITY OF UNDERGRADUATE ENGLISH EDUCATION STUDENTS OF UIN ALAUDDIN MAKASSAR (A Case Study on Student-Teachers of PBI Students of Tarbiyah Faculty

    Directory of Open Access Journals (Sweden)

    Mardiana Nurdin

    2014-12-01

    Full Text Available Abstrak: Penelitian ini bertujuan untuk mengeksplorasi kapasitas pengajaran yang profe­sional mahasiswa PPL PBI UIN Alauddin Makassar yang melibatkan 4 guru pamong dan 30 mahasiswa PPL. Data dikumpulkan melalui survei online, lembar pengamatan dan dokumentasi yang dianalisis dengan menggunakan metode campuran qualitatif dan kuantitatif. Penelitian ini menyimpulkan bahwa: 1 mahasiswa PPL berpendapat bahwa seorang guru bahasa Inggris seharusnya mampu melakukan tanggung jawabnya sebagai seorang guru yang memiliki kompetensi paedagogik, profesional, sosial, dan kepribadian, 2 mahasiswa PPL cenderung menerima pebelajar mandiri, kerja berpasangan dan kerja kelompok, mengadaptasi pengajaran untuk memenuhi kebutuhan siswa sebelum praktik pembelajaran, tetapi cenderung menguranginya selama proses pembelajaran; mahasiswa PPL juga cenderung menerima pengajaran grammar secara eksplisit, koreksi kesalahan, dan pengucapan seperti penutur asli, pengetahuan teknikal, dan keterampilan interpersonal sebelum praktik mengajar dan meningkatkan proporsinya selama proses mengajar, 3 Guru pamong berpendapat bahwa maha­siswa PPL PBI UIN alauddin harus meningkatkan kemampuan bahasa Inggris, penggunaan metode pengajaran yang inovatif, penilaian autentik, dan penggu­naan media yang bervariasi. Abstract: This research aims to explore the professional teaching capacity of undergraduate English education students of UIN Alauddin Makassar. It involves 4 supervising-teachers and 30 student-teachers. The data were collected through online survey questionnaires, feedback observation sheets and documentation; analyzed quanti­tatively and qualitatively. The research finds that: 1 the student-teachers perceive an EFL teacher should be able to do their responsibilities which involves peda­gogic, professional, social, and personal competences; 2 the student-teachers have a tendency to accept learner autonomy, pair/group work, adapting teaching to cater for learner needs before

  3. Measuring Direct Teaching Costs: Does an Undergraduate Business Degree Cost More to Produce than a Nonbusiness Degree?

    Science.gov (United States)

    Barth, Michael M.; Karagiannidis, Iordanis

    2016-01-01

    Many universities have implemented tuition differentials for certain undergraduate degree programs, citing higher degree costs or higher demand. However, most college accounting systems are unsuited for measuring cost differentials by degree program. This research outlines a method that can convert commonly available financial data to a more…

  4. Integrating the teaching role into one’s identity : A qualitative study of beginning undergraduate medical teachers

    NARCIS (Netherlands)

    van Lankveld, T.; Schoonenboom, J.; Kusurkar, R.A.; Volman, M.; Beishuizen, J.; Croiset, G.

    Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A

  5. Teaching Transformational Leadership to Undergraduate Agricultural Leadership Students: Using the Personality Trait of Agreeableness to Improve Understanding

    Science.gov (United States)

    Lamm, Kevan W.; Carter, Hannah S.; Stedman, Nicole L. P.; Lamm, Alexa J.

    2014-01-01

    Training undergraduate agricultural students to be strong, positive leaders will have a large impact on the industries they work within and therefore should be of utmost importance to agricultural educators. Transformational leaders (TL) tend to have higher performing, more satisfied teams; consequently, development of TL characteristics should…

  6. A LEGO Mindstorms NXT Approach for Teaching at Data Acquisition, Control Systems Engineering and Real-Time Systems Undergraduate Courses

    Science.gov (United States)

    Cruz-Martin, A.; Fernandez-Madrigal, J. A.; Galindo, C.; Gonzalez-Jimenez, J.; Stockmans-Daou, C.; Blanco-Claraco, J. L.

    2012-01-01

    LEGO Mindstorms NXT robots are being increasingly used in undergraduate courses, mostly in robotics-related subjects. But other engineering topics, like the ones found in data acquisition, control and real-time subjects, also have difficult concepts that can be well understood only with good lab exercises. Such exercises require physical…

  7. "It Was My Understanding That There Would Be No Math": Using Thematic Cases to Teach Undergraduate Research Methods

    Science.gov (United States)

    Oldmixon, Elizabeth A.

    2018-01-01

    Undergraduates frequently approach research methods classes with trepidation and skepticism, owing in part to math-phobia and confusion over how methodology is relevant to their interests. These self-defeating barriers to learning undermine the efficacy of methods classes. This essay discusses a strategy for overcoming these barriers--use of a…

  8. The Experimental Teaching Reform in Biochemistry and Molecular Biology for Undergraduate Students in Peking University Health Science Center

    Science.gov (United States)

    Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

    2015-01-01

    Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and…

  9. Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.

    Science.gov (United States)

    de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

    2017-01-01

    The Theory of Self- vs . Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.

  10. Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program

    Science.gov (United States)

    DiGiacomo, Pat

    2017-01-01

    A recurring theme in the literature is that simulation is a positive teaching strategy when compared to other methods of instruction and produces positive student outcomes (Jefferies, 2016). Simulation provides educators a way to reproduce a clinical teaching experience in a safe, supportive learning environment. The purpose of this quantitative…

  11. Attitudes of Undergraduates towards Grammar Translation Method and Communicative Language Teaching in EFL Context: A Case Study of SBK Women’s University Quetta, Pakistan

    Directory of Open Access Journals (Sweden)

    Hina Durrani

    2016-08-01

    Full Text Available CLT and GTM have been popular and much practiced methodologies in classrooms worldwide in teaching English language. The purpose of the current research is to examine students’ attitude towards Grammar Translation Method and CLT in Pakistan at graduate level. The data for the current study was collected through questionnaire from undergraduate students of Baluchistan, Pakistan. The questionnaire was adapted from the studies of Palacios (2006 and McClintock (2011. Theoretical framework of Richard and Rodger (2001 was used as a guide for the study. However the data was analyzed quantitatively in SPSS. The overall results show that the students had a positive attitude towards GTM and their attitude was less favorable towards CLT. Keywords: CLT, GTM, Attitudes

  12. Undergraduate technical skills training guided by student tutors – Analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model

    Science.gov (United States)

    Weyrich, Peter; Schrauth, Markus; Kraus, Bernd; Habermehl, Daniel; Netzhammer, Nicolai; Zipfel, Stephan; Jünger, Jana; Riessen, Reimer; Nikendei, Christoph

    2008-01-01

    Background Skills labs provide a sheltered learning environment. As close supervision and individual feedback were proven to be important in ensuring effective skills training, we implemented a cross-year peer tutor system in our skills lab of internal medicine that allowed intense training sessions with small learning groups (3–4 students) taught by one student tutor. Methods The expectations, experiences and criticisms of peer tutors regarding the tutor system for undergraduate skills lab training were investigated in the context of a focus group. In addition, tutees' acceptance of this learning model and of their student tutors was evaluated by means of a pre/post web-based survey. Results 14 voluntary senior students were intensely prepared by consultants for their peer tutor activity. 127 students participated in the project, 66.9% of which responded to the web-based survey (23 topics with help of 6-point Likert scale + free comments). Acceptance was very high (5.69 ± 0.07, mean ± SEM), and self-confidence ratings increased significantly after the intervention for each of the trained skills (average 1.96 ± 0.08, all p skills training to be provided by faculty staff only. Focus group analyses with tutors revealed 18 different topics, including profit in personal knowledge and personal satisfaction through teaching activities. The ratio of 1:4 tutor/tutees was regarded to be very beneficial for effective feedback, and the personalized online evaluation by tutees to be a strong motivator and helpful for further improvements. The tutors ascribed great importance to the continuous availability of a contact doctor in case of uncertainties. Conclusion This study demonstrates that peer teaching in undergraduate technical clinical skills training is feasible and widely accepted among tutees, provided that the tutors receive sufficient training and supervision. PMID:18400106

  13. Bedside Teaching in Undergraduate Medical Education: Issues, Strategies, and New Models for Better Preparation of New Generation Doctors

    Directory of Open Access Journals (Sweden)

    Abdus Salam

    2011-03-01

    Full Text Available AbstractBedside teaching is a vital component of medical education. It isapplicable to any situation where teaching is imparted in thepresence of patients. In teaching in the patients’ presence, learnershave the opportunities to use all of their senses and learn thehumanistic aspect of medicine such as role modeling, which isvital but difficult to communicate in words. Unfortunately, bedsideteaching has been on the decline. To investigate the reasonsfor the decline in bedside teaching, its importance and its revival,a review of literature was carried out using PubMed and otherdata bases. The review revealed that the major concerns of bedsideteaching were time constraint, false preceptors’ concernabout patients’ comfort, short stay of patients in hospitals, learnerdistraction by technology, lack of experience and unrealistic facultyexpectation. Whatsoever the reasons, bedside teaching cannotbe replaced with anything else. There are newer approachesof effective bedside teaching, and the core focus of all such approachesis educational process. A bedside teacher must learnhow to involve patients and learners in the educational processes.Moreover, bedside teaching is the process through which learnersacquire the skills of communication by asking patients’ permission,establishing ground rules, setting time limit, introducing theteam, diagnosing learner, diagnosing patient, conducting focusedteaching, using simple language, asking patient if there is anyquestion, closing with encouraging thanks, and giving feedbackprivately. It is most important to ensure a comfortable environmentfor all participants, the learner, the patient and the bedsideteacher. Ongoing faculty development programs on educationalprocesses and realistic faculty expectations may overcome theproblems.

  14. On the Echoes of Henry James’s The Reverberator: Reflections on Teaching Argumentative Research Papers in Undergraduate Classes on Literature

    Directory of Open Access Journals (Sweden)

    Nevena Stojanovic

    2017-09-01

    Full Text Available In this essay, I reflect on the teaching experiment that I did several years ago in my class on transatlantic short stories and novels of the nineteenth century. As instructors of literature in a university setting, we often face the question of how to teach undergraduate students what a researched argument is and how to help them come up with effective thesis statements. The number of students, their different educational backgrounds, skills, and motivations can all be a challenge for instructors who need to make sure that everyone enrolled in the class understands the complex processes of research and argumentative writing before starting the draft. Our major concern, however, is how to keep students fully engaged in the processes of exploration, research, and drafting. Here I share my experience of teaching these processes in two 75-minute sessions. I include the methods of teaching and the homework and in-class prompts assigned to the class. I used the model similar to the one that Ashley M. Walter proposed in her thesis, which consists of discussion, providing students with a frame/stance, and transmediation. To this model, I added a mini-session on the in-class exploration of our library’s databases and brainstorming thesis statements. I chose Henry James’s brief and witty novel The Reverberator (1888 for the purposes of this process, mainly because this text has been neglected in the criticism on James’s late work, and I wanted to see what kinds of arguments my students would come up with to recover it.

  15. Knowledge, aptitudes, and preferences in implant dentistry teaching/training among undergraduate dental students at the University of Barcelona

    Science.gov (United States)

    Berástegui-Jimeno, Esther; Gay-Escoda, Cosme

    2017-01-01

    Background Oral implant rehabilitation should be considered a treatment option for any edentulous patient and Implant Dentistry is currently a discipline taught in the undergraduate formation. The level of knowledge acquired and how the students perceive the quality of training in Implant Dentistry could assess to know if it is necessary to improve the syllabus. Material and Methods A questionnaire was developed with 11 questions: Basic knowledge (7); Perception of training received (2); Ways in which students would receive training (2). To be responded anonymously and voluntarily for undergraduates students in the Faculty of Dentistry (University of Barcelona, Spain). Results One hundred and seven students, 76 third year (Group A) and 31 fourth year (Group B) answered the questionnaire. In Group A, 98.68% of students and in Group B 93.54% believed they were poorly informed; 100% of both groups would prefer to receive more training as part of the degree or as postgraduate training through modular courses imparted by experts (A: 71,05%, B: 70,96%) Training through postgraduate programs or training given by private businesses were the least desirable options (A: 42%, B: 64.51%). Questions about basic knowledge acquired received varying responses, which might indicate a certain level of confusion in this area. Conclusions The undergraduate syllabus must be revised to include sufficient content and training to allow the student to indicate implant-based treatments based on evidence. Students would prefer training to be included in the undergraduate syllabus. Key words:Dental implants, dental students, dental education, dental syllabus, implant dentistry. PMID:28578375

  16. An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs.

    Science.gov (United States)

    Kozeracki, Carol A; Carey, Michael F; Colicelli, John; Levis-Fitzgerald, Marc; Grossel, Martha

    2006-01-01

    UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998-1999 to 2004-2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.

  17. An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

    Science.gov (United States)

    Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

    2015-12-01

    The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (pmultiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching and advance the understanding of how MI teaching approaches may be used in nursing education. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Evaluating the learning experience of Undergraduate Entrepreneurship students exposed to an unconventional teaching approach: A South African Case Study

    Directory of Open Access Journals (Sweden)

    Retha Strydom

    2009-12-01

    Full Text Available At the University of Pretoria in South Africa, the teaching personnel decided to implement, in addition to the conventional teaching approach, an unconventional approach towards teaching entrepreneurship. The approach is unconventional in the sense that it differs from the norm or standard classroom teaching. The third-year entrepreneurship course is enriched with an assignment to start and grow an actual business. The purpose of this assignment is not only the practical application of the theory taught, but also to provide an opportunity for the student to start a business in a protected environment in order to break down any psychological barriers such as fear of failure. The lecturer guides the students through the entrepreneurial process, from finding an idea to organising the business. This paper evaluates the learning experience of the students exposed to the unconventional teaching approach. Preliminary observations suggest that the students acquired business skills and knowledge about the entrepreneurial process and created potentially sustainable, profitable business ventures in the class situation, despite coming from different fields of reference and different syllabi. This would seem to suggest that the practical teaching approach towards entrepreneurial learning created the conditions for these achievements. Key words and phrases: entrepreneurial education, entrepreneurial learning, innovative learning methods, student business ventures, start-ups

  19. Three Years Experience of Third Year Undergraduate Medical Students in Different Teaching Learning Methods: A Qualitative Study

    Directory of Open Access Journals (Sweden)

    Ariarathinam Newtonraj

    2017-10-01

    Full Text Available Introduction: India is a second largest populous country producing more than sixty thousand doctors every year. Still in India research on teaching learning methods are subtle. To improve the quality of knowledge and skills of medical students, there is a need to analyse the existing teaching learning methods as well as innovating new methods. Aim: To compare the three years experience of third year MBBS (Bachelor of Medicine and Bachelor of Surgery students in three different teaching learning methods (Tutorials, Integrated Teaching sessions and Routine Lectures. Materials and Methods: Qualitative study was carried out among 60 third year MBBS students in medical college in south India. A semi-structured questionnaire was developed, with the help of literature review and is distributed among 66 students. Six participants excluded due to incomplete information. Questionnaire consisted of totally 16 questions. For the first ten questions answers were captured in Likert scale of one to five (one-poor; five- excellent. Eleventh to sixteenth questions were asked as an open-ended question to mention some positive and negative things about each method. Questions with Likert scale were analysed using Kruskal Wallis H Test and the open ended questions were analysed by thematic analysis. Results: Overall mean rank for Tutorial was 129.03 followed by Integrated Teaching (mean rank 86.33 and Routine Lecture (mean rank 56.14. Students gave better scores for Tutorials in areas such as easily understandable, better attention span and students involvement in the session. Students gave better scoring for Integrated Teaching in areas such as well organized, integration with other departments, ideal usage of audio visual aids and providing detailed information to the students. Drawbacks of Integrated Teaching were failure to attract the students, prolonged sessions (long duration, boring and minimal involvement of students. Lecture classes on the other hand

  20. Differences in the perception of seven behaviour-modifying techniques in paediatric dentistry by undergraduate students using lecturing and video sequences for teaching.

    Science.gov (United States)

    Kalwitzki, M; Beyer, C; Meller, C

    2010-11-01

    Whilst preparing undergraduate students for a clinical course in paediatric dentistry, four consecutive classes (n = 107) were divided into two groups. Seven behaviour-modifying techniques were introduced: systematic desensitization, operant conditioning, modelling, Tell, Show, Do-principle, substitution, change of roles and the active involvement of the patient. The behaviour-modifying techniques that had been taught to group one (n = 57) through lecturing were taught to group two (n = 50) through video sequences and vice versa in the following semester. Immediately after the presentations, students were asked by means of a questionnaire about their perceptions of ease of using the different techniques and their intention for clinical application of each technique. After completion of the clinical course, they were asked about which behaviour-modifying techniques they had actually used when dealing with patients. Concerning the perception of ease of using the different techniques, there were considerable differences for six of the seven techniques (P < 0.05). Whilst some techniques seemed more difficult to apply clinically after lecturing, others seemed more difficult after video-based teaching. Concerning the intention for clinical application and the actual clinical application, there were higher percentages for all techniques taught after video-based teaching. However, the differences were significant only for two techniques in each case (P < 0.05). It is concluded that the use of video based teaching enhances the intention for application and the actual clinical application only for a limited number of behaviour-modifying techniques. © 2010 John Wiley & Sons A/S.

  1. How we established a new undergraduate firm on a Medical Admissions Unit.

    Science.gov (United States)

    Nazir, Tahir; Wallis, Simon; Higham, Jackie; Newton, Kate; Pugh, Mark; Woywodt, Alexander

    2014-11-01

    Medical Admission Units (MAUs) were introduced in the UK in the 1980s primarily driven by a governance and service improvement agenda. In the UK this has led to the development of Acute Medicine as a specialty in its own right, together with a strong role of this specialty in postgraduate teaching. In contrast, the role of MAUs, if any, in undergraduate medical education is currently unclear. Prompted by an expansion of our undergraduate student numbers, our aim was to establish a Year 3 undergraduate firm on a 33-bedded MAU in a large academic teaching hospital in the National Health Service (NHS). Despite initial scepticism from clinicians, managers, and educators, the new firm placement on MAU became an instant success and continues to attract excellent feedback from our Year 3 undergraduate students. Students enjoy the bedside teaching with a high percentage of consultant-delivered teaching and also liked the involvement of Foundation Doctors. Here, we report our experience on how to make such a firm work, based on student feedback and the tutors' experience. We provide an overview and a step-by-step guide of how to construct a successful new undergraduate firm on a busy MAU. We also discuss opportunities and challenges and discuss the relevant literature. We conclude that undergraduate teaching is feasible and rewarding in an extremely busy MAU setting. We note that identifying enthusiastic educators within the MAU team, utilisation of peripheral learning opportunities, structured timetables and induction, and a robust framework for quality assurance are all crucial to success.

  2. Teaching Mass Transfer and Filtration Using Crossflow Reverse Osmosis and Nanofiltration: An Experiment for the Undergraduate Unit Operations Lab

    Science.gov (United States)

    Anastasio, Daniel; McCutcheon, Jeffrey

    2012-01-01

    A crossflow reverse osmosis (RO) system was built for a senior-level chemical engineering unit operations laboratory course. Intended to teach students mass transfer fundamentals related to membrane separations, students tested several commercial desalination membranes, measuring water flux and salt rejections at various pressures, flow rates, and…

  3. Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

    Science.gov (United States)

    Said, Alison

    2018-01-01

    The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to…

  4. Kinesiology Career Club: Undergraduate Student Mentors' Perspectives on a Physical Activity-Based Teaching Personal and Social Responsibility Program

    Science.gov (United States)

    Walsh, David S.; Veri, Maria J.; Willard, Jason J.

    2015-01-01

    The purpose of this article is to present university student mentors' perspectives on the impact of a teaching personal and social responsibility (TPSR) model youth program called the Kinesiology Career Club. Data sources in this qualitative case study included program observations, mentoring reflections, and semistructured interviews. Data…

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

    Science.gov (United States)

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

    2014-01-01

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

  6. Teaching programming and modelling skills to first-year earth & environmental science undergraduates: outcomes and lessons learned from a pilot project

    Science.gov (United States)

    Fisher, J. A.; Brewer, C.; O'Brien, G.

    2017-12-01

    Computing and programming are rapidly becoming necessary skills for earth and environmental scientists. Scientists in both academia and industry must be able to manipulate increasingly large datasets, create plots and 3-D visualisations of observations, and interpret outputs from complex numerical models, among other tasks. However, these skills are rarely taught as a compulsory part of undergraduate earth science curricula. In 2016, the School of Earth & Environmental Sciences at the University of Wollongong began a pilot program to integrate introductory programming and modelling skills into the required first-year core curriculum for all undergraduates majoring in earth and environmental science fields. Using Python, a popular teaching language also widely used by professionals, a set of guided exercises were developed. These exercises use interactive Jupyter Notebooks to introduce students to programming fundamentals and simple modelling problems relevant to the earth system, such as carbon cycling and population growth. The exercises are paired with peer review activities to expose students to the multitude of "correct" ways to solve computing problems. In the last weeks of the semester, students work in groups to creatively adapt their new-found skills to selected problems in earth system science. In this presentation, I will report on outcomes from delivering the new curriculum to the first two cohorts of 120-150 students, including details of the implementation and the impacts on both student aptitude and attitudes towards computing. While the first cohort clearly developed competency, survey results suggested a drop in student confidence over the course of the semester. To address this confidence gap for the second cohort, the in-class activities are now being supplemented with low-stakes open-book review quizzes that provide further practice with no time pressure. Research into the effectiveness of these review quizzes is ongoing and preliminary findings

  7. Vocational teaching-learning through the eyes of undergraduate vocational students in Malta: A qualitative exploratory study

    OpenAIRE

    Said, Alison

    2018-01-01

    The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry's exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualit...

  8. Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study

    OpenAIRE

    Alison Said

    2018-01-01

    The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualit...

  9. Vocational teaching-learning through the eyes of undergraduate vocational students in Malta: a qualitative exploratory study

    OpenAIRE

    Said, Alison

    2018-01-01

    The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry’s exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualit...

  10. Undergraduate and Teaching Assistants' Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development

    Science.gov (United States)

    Kardohely, Andrew

    The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents a substantially fewer jobs the STEM workforce fuels job growth and sustainability in the other sectors of the American workforce. Unfortunately, over the next decade the U.S. will face an additional deficit of over a million STEM professionals, thus the need is here now to fill this deficit. STEM education should, therefore, dedicated to producing graduates. One strategy to produce more STEM graduates is through retention of student in STEM majors. Retention or persistence is highly related to student sense of belonging in academic environments. This study investigates graduate teaching assistants (GTAs) perceptions of their classrooms and the implications of those perceptions on professional development. Furthermore, correlations between classroom community and student desire to persist, as measured by Rovai's Classroom Community Index (CCI) were established (P=0.0311). The interactions are described and results are discussed. Using a framework of teaching for community, and a qualitative analytic case study with memo writing about codes and themes methodology supported several themes including passion to teach and dedication to student learning, innovation in teaching practices based on evidence, an intrinsic desire to seek a diverse set of feedback, and instructors can foster community in the classroom. Using the same methodology one emergent theme, a tacit rather than explicit understanding of reading the classroom, was also present in the current study. Based on the results and using a lens for professional development, strategies and suggestions are made regarding strategies to enhance instructors' use of feedback and professional development.

  11. “Biotecnological War” - A Conceptual And Perceptual Assessment Tool For Teaching Biotechnology And Protein Chemistry For Undergraduate Students In Biological Sciences.

    Directory of Open Access Journals (Sweden)

    C. R. C. Cruz et al.

    2017-07-01

    Full Text Available "Biotecnological War" board game, a conceptual and perceptual assessment tool for biotechnology and protein chemistry teaching for undergraduate students in biological sciences and related areas. It is a proposal initially conceived as an alternative complementary tool for biochemistry teaching of proteins and peptides, challenging students, aiming to review concepts transmitted in classroom, stimulating diverse student’s abilities, such as their creativity, competitiveness and resource management. OBJECTIVES. Correlate biochemistry importance of proteins and peptides with the development of new products. MATERIAL AND METHODS. Firstly, theoretical-practical classes were given with seminars to be presented by the groups, including topics that will be addressed in game. Groups of 5 students, with previously viewed themes drawn a goal to be achieved. There are two drawn goals variations: Academic or Commercial. Board is divided into provinces, which must be bought with an initial resource to complete the goal. Before the beginning each group will have 15 minutes to plan their actions. The objective is to develop the entire objective drawn with appropriate methodology, having at least 1 territory in each province. RESULTS. This game proved to be an excellent tool for complementary evaluation of students, which stimulated teamwork and a strong competitive spirit within classroom, which allowed to analyze students' perception regarding the protein subject and team work. On the other hand, for teacher and students participating in compulsory traineeship program this game demonstrated new ways to approach complex subjects in biochemistry using creativity with the development of new activities such as this board game. CONCLUSION: Overall, students had a good impression of “Biotecnological war” game since it helped to secure and administer the protein and peptides biochemical subject in a competitive and team work way.

  12. Developments in undergraduate teaching of small-animal soft-tissue surgical skills at the University of Sydney.

    Science.gov (United States)

    Gopinath, Deepa; McGreevy, Paul D; Zuber, Richard M; Klupiec, Corinna; Baguley, John; Barrs, Vanessa R

    2012-01-01

    This article discusses recent developments in soft-tissue surgery teaching at the University of Sydney, Faculty of Veterinary Science. An integrated teaching program was developed for Bachelor of Veterinary Science (BVSc) students with the aim of providing them with optimal learning opportunities to meet "Day One" small-animal soft-tissue surgical competencies. Didactic lectures and tutorials were introduced earlier into the curriculum to prepare students for live-animal surgery practical. In addition to existing clinics, additional spay/neuter clinics were established in collaboration with animal welfare organizations to increase student exposure to live-animal surgery. A silicon-based, life-like canine ovariohysterectomy model was developed with the assistance of a model-making and special effects company. The model features elastic ovarian pedicles and suspensory ligaments, which can be stretched and broken like those of an actual dog. To monitor the volume and type of student surgical experience, an E-portfolio resource was established. This resource allows for the tracking of numbers of live, student-performed desexing surgeries and incorporates competency-based assessments and reflective tasks to be completed by students. Student feedback on the integrated surgical soft-tissue teaching program was assessed. Respondents were assessed in the fourth year of the degree and will have further opportunities to develop Day One small-animal soft-tissue surgical competencies in the fifth year. Ninety-four percent of respondents agreed or strongly agreed that they were motivated to participate in all aspects of the program, while 78% agreed or strongly agreed that they received an adequate opportunity to develop their skills and confidence in ovariohysterectomy or castration procedures through the fourth-year curriculum.

  13. Teaching bioprocess engineering to undergraduates: Multidisciplinary hands-on training in a one-week practical course.

    Science.gov (United States)

    Henkel, Marius; Zwick, Michaela; Beuker, Janina; Willenbacher, Judit; Baumann, Sandra; Oswald, Florian; Neumann, Anke; Siemann-Herzberg, Martin; Syldatk, Christoph; Hausmann, Rudolf

    2015-01-01

    Bioprocess engineering is a highly interdisciplinary field of study which is strongly benefited by practical courses where students can actively experience the interconnection between biology, engineering, and physical sciences. This work describes a lab course developed for 2nd year undergraduate students of bioprocess engineering and related disciplines, where students are challenged with a real-life bioprocess-engineering application, the production of recombinant protein in a fed-batch process. The lab course was designed to introduce students to the subject of operating and supervising an experiment in a bioreactor, along with the analysis of collected data and a final critical evaluation of the experiment. To provide visual feedback of the experimental outcome, the organism used during class was Escherichia coli which carried a plasmid to recombinantly produce enhanced green fluorescent protein (eGFP) upon induction. This can easily be visualized in both the bioreactor and samples by using ultraviolet light. The lab course is performed with bioreactors of the simplest design, and is therefore highly flexible, robust and easy to reproduce. As part of this work the implementation and framework, the results, the evaluation and assessment of student learning combined with opinion surveys are presented, which provides a basis for instructors intending to implement a similar lab course at their respective institution. © 2015 by the International Union of Biochemistry and Molecular Biology.

  14. Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection.

    Science.gov (United States)

    Higgins, R; Hogg, P; Robinson, L

    2017-09-01

    To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). Copyright © 2016 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

  15. Undergraduate teaching modules featuring geodesy data applied to critical social topics (GETSI: GEodetic Tools for Societal Issues)

    Science.gov (United States)

    Pratt-Sitaula, B. A.; Walker, B.; Douglas, B. J.; Charlevoix, D. J.; Miller, M. M.

    2015-12-01

    The GETSI project, funded by NSF TUES, is developing and disseminating teaching and learning materials that feature geodesy data applied to critical societal issues such as climate change, water resource management, and natural hazards (serc.carleton.edu/getsi). It is collaborative between UNAVCO (NSF's geodetic facility), Mt San Antonio College, and Indiana University. GETSI was initiated after requests by geoscience faculty for geodetic teaching resources for introductory and majors-level students. Full modules take two weeks but module subsets can also be used. Modules are developed and tested by two co-authors and also tested in a third classroom. GETSI is working in partnership with the Science Education Resource Center's (SERC) InTeGrate project on the development, assessment, and dissemination to ensure compatibility with the growing number of resources for geoscience education. Two GETSI modules are being published in October 2015. "Ice mass and sea level changes" includes geodetic data from GRACE, satellite altimetry, and GPS time series. "Imaging Active Tectonics" has students analyzing InSAR and LiDAR data to assess infrastructure earthquake vulnerability. Another three modules are in testing during fall 2015 and will be published in 2016. "Surface process hazards" investigates mass wasting hazard and risk using LiDAR data. "Water resources and geodesy" uses GRACE, vertical GPS, and reflection GPS data to have students investigating droughts in California and the High Great Plains. "GPS, strain, and earthquakes" helps students learn about infinitesimal and coseismic strain through analysis of horizontal GPS data and includes an extension module on the Napa 2014 earthquake. In addition to teaching resources, the GETSI project is compiling recommendations on successful development of geodesy curricula. The chief recommendations so far are the critical importance of including scientific experts in the authorship team and investing significant resources in

  16. Downscaling Climate Science to the Classroom: Diverse Opportunities for Teaching Climate Science in Diverse Ways to Diverse Undergraduate Populations

    Science.gov (United States)

    Jones, R. M.; Gill, T. E.; Quesada, D.; Hedquist, B. C.

    2015-12-01

    Climate literacy and climate education are important topics in current socio-political debate. Despite numerous scientific findings supporting global climate changes and accelerated greenhouse warming, there is a social inertia resisting and slowing the rate at which many of our students understand and absorb these facts. A variety of reasons, including: socio-economic interests, political and ideological biases, misinformation from mass media, inappropriate preparation of science teachers, and lack of numancy have created serious challenges for public awareness of such an important issue. Different agencies and organizations (NASA, NOAA, EPA, AGU, APS, AMS and others) have created training programs for educators, not involved directly in climatology research, in order to learn climate science in a consistent way and then communicate it to the public and students. Different approaches on how to deliver such information to undergraduate students in diverse environments is discussed based on the author's experiences working in different minority-serving institutions across the nation and who have attended AMS Weather and Climate Studies training workshops, MSI-REACH, and the School of Ice. Different parameters are included in the analysis: demographics of students, size of the institutions, geographical locations, target audience, programs students are enrolled in, conceptual units covered, and availability of climate-related courses in the curricula. Additionally, the feasibility of incorporating a laboratory and quantitative analysis is analyzed. As a result of these comparisons it seems that downscaling of climate education experiences do not always work as expected in every institution regardless of the student body demographics. Different geographical areas, student body characteristics and type of institution determine the approach to be adopted as well as the feasibility to introduce different components for weather and climate studies. Some ideas are shared

  17. Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection

    International Nuclear Information System (INIS)

    Higgins, R.; Hogg, P.; Robinson, L.

    2017-01-01

    Aim: To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. Method: An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Results and Discussion: Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Conclusion: Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). - Highlights: • Constructive alignment helped to ensure that the learning outcomes were appropriately aligned with level 5 descriptors. • Reflection identified outcomes that required further improvement to focus on higher-order thinking and application skills. • This article also illustrates how this process could be used to develop a level 6 RiT activity.

  18. Organization of an undergraduate research group

    International Nuclear Information System (INIS)

    Hill, J.; Noteboom, E.

    1995-01-01

    Traditionally, research groups consist of senior physicists, staff members, and graduate students. The physics department at Creighton University has formed a Relativistic Heavy Ion physics research group consisting primarily of undergraduate students. Although senior staff and graduate students are actively involved, undergraduate research and the education of undergraduates is the focus of the group. The presentation, given by two undergraduate members of the group, will outline progress made in the group's organization, discuss the benefits to the undergraduate group members, and speak to the balance which must be struck between education concerns and research goals

  19. The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

    Science.gov (United States)

    Mortensen, C J; Nicholson, A M

    2015-07-01

    Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches

  20. How do educators in one New Zealand undergraduate Bachelor of Oral Health course teach and nurture professionalism?

    Science.gov (United States)

    Smith, L; Adam, L; Moffat, S; Meldrum, A; Ahmadi, R

    2018-05-01

    Research on integrated dental hygiene and dental therapy courses is scarce; studies reporting on how staff in these combined scope courses teach professionalism are even more scarce. This study aimed to partially fill these research gaps. In 2016, online surveys were sent to 34 staff members who taught into the integrated Bachelor of Oral Health (BOH) course at the University of Otago's Faculty of Dentistry; 13 were returned. Two focus groups were conducted with six BOH educators. Aspects of professionalism were taught and nurtured in the formal curriculum, the clinic and the informal curriculum. In the formal curriculum, policies outlining the professional standards of behaviour expected of oral health practitioners and students in New Zealand and the Faculty were discussed. In the clinic, educators taught professionalism through modelling clinical skills, assessing students' performance and commenting on their reflective logbooks. In the informal curriculum, BOH teachers nurtured professionalism through discussions about standards of behaviour outside of the university. Role modelling was the most common method that participants reported they taught or nurtured professionalism in their students. Professionalism is a complex concept that is taught and nurtured in a number of ways over all aspects of the course. Oral Health educators need to maintain a high standard of professionalism when interacting with students and patients, as well as in public spaces, in order to model professionalism to their students. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Implementation of an Outcome-Based Longitudinal Pharmacology Teaching in Undergraduate Dental Curriculum at KSAU-HS Experience

    Directory of Open Access Journals (Sweden)

    Abdulmalik M. Alkatheri

    2018-06-01

    Full Text Available Purpose/objectives: The aim of this study is to present a modification of the structure of the pharmacology educational experience for dental students as a result of the early introduction of a pharmacology course into the pre-professional curriculum. Methods: Three courses of professional dental pharmacology were modified before and/or after delivery by developing general course learning outcomes, lecture-by-lecture learning outcomes and theme mapping to align topics taught within these courses and with those taught in the pre-professional dental program. Results: Final proposals for three professional dental pharmacology courses, which are distributed over three professional years, were prepared based on teaching experience and theme mapping. Topics were added, deleted, transferred from one course to another to afford courses that are fully aligned, relatively comprehensive, longitudinal, with focus on topics relevant to the dental practice without redundancy. In addition, the design of these courses took into consideration the level of coverage of the pre-professional dental pharmacology course. Conclusions: This longitudinal inclusion of pharmacology courses form the second pre-professional year to the third professional year is expected to improve dental students’ pharmacology education experience. Although the last of these courses is a pharmacotherapeutic course, more courses with clinically oriented therapeutic approach are recommended. Keywords: Pharmacology course design, Dental students, Curriculum development, Curriculum mapping

  2. Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution.

    Science.gov (United States)

    Schoonees, Anel; Rohwer, Anke; Young, Taryn

    2017-01-01

    It is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university. We used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning. We reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of

  3. Undergraduate Biocuration: Developing Tomorrow's Researchers While Mining Today's Data.

    Science.gov (United States)

    Mitchell, Cassie S; Cates, Ashlyn; Kim, Renaid B; Hollinger, Sabrina K

    2015-01-01

    Biocuration is a time-intensive process that involves extraction, transcription, and organization of biological or clinical data from disjointed data sets into a user-friendly database. Curated data is subsequently used primarily for text mining or informatics analysis (bioinformatics, neuroinformatics, health informatics, etc.) and secondarily as a researcher resource. Biocuration is traditionally considered a Ph.D. level task, but a massive shortage of curators to consolidate the ever-mounting biomedical "big data" opens the possibility of utilizing biocuration as a means to mine today's data while teaching students skill sets they can utilize in any career. By developing a biocuration assembly line of simplified and compartmentalized tasks, we have enabled biocuration to be effectively performed by a hierarchy of undergraduate students. We summarize the necessary physical resources, process for establishing a data path, biocuration workflow, and undergraduate hierarchy of curation, technical, information technology (IT), quality control and managerial positions. We detail the undergraduate application and training processes and give detailed job descriptions for each position on the assembly line. We present case studies of neuropathology curation performed entirely by undergraduates, namely the construction of experimental databases of Amyotrophic Lateral Sclerosis (ALS) transgenic mouse models and clinical data from ALS patient records. Our results reveal undergraduate biocuration is scalable for a group of 8-50+ with relatively minimal required resources. Moreover, with average accuracy rates greater than 98.8%, undergraduate biocurators are equivalently accurate to their professional counterparts. Initial training to be completely proficient at the entry-level takes about five weeks with a minimal student time commitment of four hours/week.

  4. Clinical Teaching of Prosthodontics in Undergraduate Courses in a German Dental School: Patients, Visits, Efforts, and Incentives.

    Science.gov (United States)

    Huettig, Fabian; Behrend, Florian

    2016-01-01

    It is unknown what disadvantages are faced by patients deciding for a prosthodontic treatment by inexperienced students. Commonly, the related extra effort and time are compensated by cost reduction of treatment fees. Thereby, the dental schools subsidize treatments to teach clinical prosthodontics. The aim of this study was to clarify the benefits to patients as well as the efforts of the dental school. Data collected from three courses in a dental school in Germany were patient gender, age, occupation, zip code, number of visits, scope of treatment including costs, financial discount, and remaining copayment. Travel costs were calculated based on zip code. Balance of travel costs and treatment discount was defined as financial benefit. The results showed that 185 patients (95 male) aged 32 to 82 years (median=58) were treated with fixed restorations (FR, n=110), telescopic dentures (TD, n=87), complete dentures (CD, n=17), or other (RD, n=3). The mean number of visits was 11 for FR, 12 for TD, and 9 for CD. Single distance to the clinic ranged from 0.6 to 65 miles (median=12). Total costs of prosthodontics were reduced by 19% on average. The mean financial benefit was 429 USD (median=298, min=-482, max=4025). The financial benefits were found to differ widely, including additional expenditures of patients. Participation, travel burden, and copayment did not depend on age, gender, or occupation. The financial benefit was relativized because students needed at least twice the sessions of a dentist. As a result, the financial efforts of dental schools are significant and compromise a cost-covering education.

  5. Quantum optics and nano-optics teaching laboratory for the undergraduate curriculum: teaching quantum mechanics and nano-physics with photon counting instrumentation

    Science.gov (United States)

    Lukishova, Svetlana G.

    2017-08-01

    At the Institute of Optics, University of Rochester (UR), we have adapted to the main challenge (the lack of space in the curriculum) by developing a series of modular 3-hour experiments and 20-min-demonstrations based on technical elective, 4-credit-hour laboratory course "Quantum Optics and Nano-Optics Laboratory" (OPT 253/OPT453/PHY434), that were incorporated into a number of required courses ranging from freshman to senior level. Rochester Monroe Community College (MCC) students also benefited from this facility that was supported by four NSF grants. MCC students carried out two 3-hour labs on photon quantum mechanics at the UR. Since 2006, total 566 students passed through the labs with lab reports submission (including 144 MCC students) and more than 250 students through lab demonstrations. In basic class OPT 253, four teaching labs were prepared on generation and characterization of entangled and single (antibunched) photons demonstrating the laws of quantum mechanics: (1) entanglement and Bell's inequalities, (2) single-photon interference (Young's double slit experiment and Mach-Zehnder interferometer), (3) confocal microscope imaging of single-emitter (colloidal nanocrystal quantum dots and NV-center nanodiamonds) fluorescence within photonic (liquid crystal photonic bandgap microcavities) or plasmonic (gold bowtie nanoantennas) nanostructures, (4) Hanbury Brown and Twiss setup. Fluorescence antibunching from nanoemitters. Students also carried out measurements of nanodiamond topography using atomic force microscopy and prepared photonic bandgap materials from cholesteric liquid crystals. Manuals, student reports, presentations, lecture materials and quizzes, as well as some NSF grants' reports are placed on a website http://www.optics.rochester.edu/workgroups/lukishova/QuantumOpticsLab/ . In 2011 UR hosted 6 professors from different US universities in three-days training of these experiments participating in the Immersion Program of the Advanced

  6. O ensino de Antropologia da Saúde na graduação: uma experiência Teaching medical Anthropology to undergraduate students: an experience

    Directory of Open Access Journals (Sweden)

    Clarice Cohn

    2011-03-01

    Full Text Available Esse texto apresenta uma reflexão sobre o ensino de antropologia na formação de profissionais da saúde a partir da experiência de ministrar uma disciplina em Antropologia da Saúde em nível de graduação na Universidade Federal de São Carlos, em que é parte da grade curricular dos cursos de saúde, estando a cargo do Departamento de Ciências Sociais. A disciplina busca apresentar a teoria e a pesquisa em antropologia e propõe debater pesquisas sobre fenômenos da saúde em antropologia, de modo a melhor introduzir a pesquisa antropológica e, principalmente, a promover uma reflexão sobre a diferença cultural e o exercício profissional em saúde. Essa experiência suscita questões sobre a importância das ciências sociais e humanas, em especial a antropologia, para a formação desses profissionais, e sobre sua aceitação por parte deles, tendo em vista promover uma reflexão no modo como percebem sua própria prática profissional. Discute-se aqui, a partir de uma proposta de programa de curso que tem sido posta em prática há alguns anos, os debates possíveis entre ciências humanas e saúde na graduação e seu impacto na formação de profissionais de saúde.In this paper we develop a reflection on teaching anthropology to health professionals based on the experience of teaching Medical Anthropology to undergraduate students at Universidade Federal de São Carlos (Federal University of São Carlos. The discipline of Medical Anthropology aims to introduce theory and research in Anthropology, and proposes to debate research into health phenomena in anthropology, so as to better introduce anthropological research and, mainly, promote a reflection on cultural differences and professional exercise in the area of health. This experience raises issues concerning the value of social and human sciences, especially anthropology, in the education of those professionals, as well as their acceptance or rejection of these sciences, in

  7. Teaching the Interior Composition and Rheology of the Earth to Undergraduate Students Using an Inquiry Based Approach

    Science.gov (United States)

    Hayden, T. G.; Callahan, C. N.; Sibert, R. J.; Ewald, S. K.

    2011-12-01

    Most introductory geology courses include a lesson on the internal layered structure of the Earth. Due to the abstract nature of the content, this topic is difficult to teach using an inquiry-based approach. The challenge is two-fold: first, students cannot directly see the layers from their perspective on the earth's surface, and second, students have trouble grasping the vast scale of the earth, which far exceeds their everyday experiences. In addition, the two separate classification systems for dividing the internal structure of the Earth are often a point of confusion and source of misconceptions. In response to this challenge, we developed an inquiry lesson that scaffolds students' understanding of the compositional and rheological properties of the Earth's interior. The intent is to build students' understanding of the Earth's layers by guiding their attention to the reasons for the separate classification systems and the individual layers. The investigation includes teacher- or material-driven components such as guiding questions and specific hand-samples for analogues as well as student-driven components like collecting data and constructing explanations. The lesson opens with a series of questions designed to elicit students' existing ideas about the Earth's interior. The students are then guided to make observations of hand samples meant to represent examples of the crust and mantle as well as physical materials meant to serve as analogues for the lithosphere and asthenosphere. The lesson concludes with students integrating their observations into a model of the Earth's internal structure that accounts for both the compositional and rheological properties. Although this lesson was originally developed as a roughly 60 minute lesson for a class of 24 students, we also note ways this lesson can be modified for use at a variety of course levels. The lesson was pilot-tested in an introductory Earth Science course for future elementary (K-8) teachers. Data

  8. Incorporating technical analysis in undergraduate curricula

    Directory of Open Access Journals (Sweden)

    Michael R. Melton

    2017-11-01

    Full Text Available Purpose – The purpose of this paper is to introduce instruction of technical analysis on the undergraduate level that can coincide with traditional teachings of fundamental analysis. Design/methodology/approach – Through examples using the latest in security analysis technology, this paper illustrates the importance of technical security analysis. Findings – This research illustrates how technical analysis techniques may be used to make more significant investment decisions. Originality/value – Kirkpatrick and Dahlquist define technical analysis as a security analysis discipline for forecasting future direction of prices through the study of past market data primarily price and volume This form of analysis has stood in direct contrast to the fundamental analysis approach whereby actual facts of the company its industry and sector may be ignored. Understanding this contrast, much of academia has chosen to continue to focus its finance curricula on fundamental analysis techniques. As more universities implement trading rooms to reflect that of industry, they must recognize that any large brokerage trading group or financial institution will typically have both a technical analysis and fundamental analysis team. Thus, the need to incorporate technical analysis into undergraduate finance curricula.

  9. The Role of Faculty in Connecting Canadian Undergraduate Arts and Humanities Students to Scholarly Inquiries into Teaching: A Case for Purposeful Experiential Learning

    Directory of Open Access Journals (Sweden)

    Ginny R. Ratsoy

    2016-06-01

    Full Text Available Increasingly, various sectors of Canadian universities are advocating an assortment of beyond-the-classroom learning models – from research assistantships through service learning and cooperative education placements. At the same time, faculty who engage in the Scholarship of Teaching and Learning (SoTL and related inquiries into teaching and learning are striving to shift attention on their activities from the periphery to a more central position within campus culture – a particular challenge for Arts and Humanities professors, who may find themselves marginalized within SoTL. This article focuses attention on the intersections of experiential learning and SoTL and SoTL-related activity. Students have much to benefit from, and offer to, these activities – beyond their usual role as subjects of studies. I present a framework based on examples from research and my own experiences – with a focus on undergraduate Arts students, who, arguably, have the fewest opportunities for Experiential Learning in general – that illustrates varying degrees of involvement. As Arts faculty attempt to enhance and highlight inquiries into teaching and learning, they would be wise to conjoin them with experiential learning by including students in the process and product. Divers secteurs des universités canadiennes conseillent de plus en plus un assortiment de modèles d’apprentissage hors de la salle de classe – que ce soit par le biais de postes d’assistants à la recherche, de l’apprentissage par le service ou de stages dans le cadre de l’enseignement coopératif. En même temps, les professeurs qui sont actifs dans l’Avancement des connaissances en enseignement et en apprentissage (ACEA et dans des domaines connexes liés à l’enseignement et à l’apprentissage s’efforcent d’attirer l’attention sur leurs activités pour les faire passer de la périphérie à une position plus centrale sur les campus – ce qui s’avère être un

  10. Students' perspectives of undergraduate research methods ...

    African Journals Online (AJOL)

    Introduction: in this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. Methods: this was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at ...

  11. Examining Change in K-3 Teachers' Mathematical Knowledge, Attitudes, and Beliefs: The Case of Primarily Math

    Science.gov (United States)

    Kutaka, T. S.; Ren, L.; Smith, W. M.; Beattie, H. L.; Edwards, C. P.; Green, J. L.; Chernyavskiy, P.; Stroup, W.; Heaton, R. M.; Lewis, W. J.

    2018-01-01

    This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers' mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of…

  12. Establishing Common Course Objectives for Undergraduate Exercise Physiology

    Science.gov (United States)

    Simonson, Shawn R.

    2015-01-01

    Undergraduate exercise physiology is a ubiquitous course in undergraduate kinesiology/exercise science programs with a broad scope and depth of topics. It is valuable to explore what is taught within this course. The purpose of the present study was to facilitate an understanding of what instructors teach in undergraduate exercise physiology, how…

  13. Developing Effective Undergraduate Research Experience

    Science.gov (United States)

    Evans, Michael; Ilie, Carolina C.

    2011-03-01

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

  14. Researching with undergraduate students

    DEFF Research Database (Denmark)

    Wulf-Andersen, Trine Østergaard; Mogensen, Kevin; Hjort-Madsen, Peder

    2013-01-01

    The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students...... as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well......-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized...

  15. What Research Says about Effective Teaching for Promoting Achievement and Positive Attitudes in Students. An Instructional Module Prepared for Undergraduate Teacher Education in the RAFT Project.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, was written to introduce the preservice teacher to the research base for effective teaching. Particular attention was given to the characteristics of teachers and teaching found in research literature to be associated with achievement and the development of positive…

  16. Can undergraduate students learn effectuation?

    DEFF Research Database (Denmark)

    Robinson, Sarah; Günzel-Jensen, Franziska

    effectuation it must be considered as a critical element from the initial meeting with the students. Teaching undergraduate students presents a range of challenges and teachers of entrepreneurship need to carefully consider how they approach teaching of effectuation in the classroom. Value....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

  17. Undergraduate Education: Seeking the Golden Mean.

    Science.gov (United States)

    Brand, Myles

    1992-01-01

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

  18. Desire and reality – teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe – a survey

    Directory of Open Access Journals (Sweden)

    Anja Härtl

    2015-11-01

    Full Text Available Objectives: Increasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland – ”D-A-CH”. In support of further curricular development of communicative competencies, the survey by the “Communicative and Social Competencies” (KusK committee of the German Society for Medical Education (GMA systematically appraises the scope of and form in which teaching and assessment take place. Methods: The iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14, assessment (n=48, local conditions (n=5, with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute’s curriculum were invited to take part in the survey. Results: Thirty-nine medical schools (40 degree programmes took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38 and feedback (n=37. Exams are exclusively summative (n=11, exclusively formative (n=3, or both summative and formative (n=16 and usually take place in the fifth or sixth year of studies (n=22 and n=20. Apart from written examinations (n=15 and presentations (n=9, practical examinations are primarily administered (OSCE, n=31; WPA (n=8, usually with self-developed scales (OSCE, n=19. With regards to the examiners’ training and the manner of results-reporting to the students, there is a high variance. Conclusions: Instruction in communicative competencies has been implemented at all 39 of

  19. Desire and reality--teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe--a survey.

    Science.gov (United States)

    Härtl, Anja; Bachmann, Cadja; Blum, Katharina; Höfer, Stefan; Peters, Tim; Preusche, Ingrid; Raski, Bianca; Rüttermann, Stefan; Wagner-Menghin, Michaela; Wünsch, Alexander; Kiessling, Claudia

    2015-01-01

    Increasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland - "D-A-CH"). In support of further curricular development of communicative competencies, the survey by the "Communicative and Social Competencies" (KusK) committee of the German Society for Medical Education (GMA) systematically appraises the scope of and form in which teaching and assessment take place. The iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14), assessment (n=48), local conditions (n=5), with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute's curriculum were invited to take part in the survey. Thirty-nine medical schools (40 degree programmes) took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38) and feedback (n=37). Exams are exclusively summative (n=11), exclusively formative (n=3), or both summative and formative (n=16) and usually take place in the fifth or sixth year of studies (n=22 and n=20). Apart from written examinations (n=15) and presentations (n=9), practical examinations are primarily administered (OSCE, n=31); WPA (n=8), usually with self-developed scales (OSCE, n=19). With regards to the examiners' training and the manner of results-reporting to the students, there is a high variance. Instruction in communicative competencies has been implemented at all 39 of the participating medical schools. For the most part

  20. Desire and reality – teaching and assessing communicative competencies in undergraduate medical education in German-speaking Europe – a survey

    Science.gov (United States)

    Härtl, Anja; Bachmann, Cadja; Blum, Katharina; Höfer, Stefan; Peters, Tim; Preusche, Ingrid; Raski, Bianca; Rüttermann, Stefan; Wagner-Menghin, Michaela; Wünsch, Alexander; Kiessling, Claudia

    2015-01-01

    Objectives: Increasingly, communicative competencies are becoming a permanent feature of training and assessment in German-speaking medical schools (n=43; Germany, Austria, Switzerland – ”D-A-CH”). In support of further curricular development of communicative competencies, the survey by the “Communicative and Social Competencies” (KusK) committee of the German Society for Medical Education (GMA) systematically appraises the scope of and form in which teaching and assessment take place. Methods: The iterative online questionnaire, developed in cooperation with KusK, comprises 70 questions regarding instruction (n=14), assessment (n=48), local conditions (n=5), with three fields for further remarks. Per location, two to three individuals who were familiar with the respective institute’s curriculum were invited to take part in the survey. Results: Thirty-nine medical schools (40 degree programmes) took part in the survey. Communicative competencies are taught in all of the programmes. Ten degree programmes have a longitudinal curriculum for communicative competencies; 25 programmes offer this in part. Sixteen of the 40 programmes use the Basler Consensus Statement for orientation. In over 80% of the degree programmes, communicative competencies are taught in the second and third year of studies. Almost all of the programmes work with simulated patients (n=38) and feedback (n=37). Exams are exclusively summative (n=11), exclusively formative (n=3), or both summative and formative (n=16) and usually take place in the fifth or sixth year of studies (n=22 and n=20). Apart from written examinations (n=15) and presentations (n=9), practical examinations are primarily administered (OSCE, n=31); WPA (n=8), usually with self-developed scales (OSCE, n=19). With regards to the examiners’ training and the manner of results-reporting to the students, there is a high variance. Conclusions: Instruction in communicative competencies has been implemented at all 39 of the

  1. Research and Teaching: An Investigation of the Evolution of High School and Undergraduate Student Researchers' Understanding of Key Science Ethics Concepts

    Science.gov (United States)

    Mabrouk, Patricia Ann

    2013-01-01

    High school and undergraduate research students were surveyed over the 10-week period of their summer research programs to investigate their understanding of key concepts in science ethics and whether their understanding changed over the course of their summer research experiences. Most of the students appeared to understand the issues relevant to…

  2. Incorporation of Cross-Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students' to Develop Information Literacy, Critical Thinking, and Communication Skills

    Science.gov (United States)

    Crist, Courtney A.; Duncan, Susan E.; Bianchi, Laurie M.

    2017-01-01

    A Wiki research project was created in the Functional Foods for Health (FST/HNFE 2544) as an instructional tool and assignment for improving undergraduate students' proficiency in evaluating appropriate information sources for rapidly evolving science and research. The project design targeted improving students' information literacy skills…

  3. Teaching Cardiac Electrophysiology Modeling to Undergraduate Students: Laboratory Exercises and GPU Programming for the Study of Arrhythmias and Spiral Wave Dynamics

    Science.gov (United States)

    Bartocci, Ezio; Singh, Rupinder; von Stein, Frederick B.; Amedome, Avessie; Caceres, Alan Joseph J.; Castillo, Juan; Closser, Evan; Deards, Gabriel; Goltsev, Andriy; Ines, Roumwelle Sta.; Isbilir, Cem; Marc, Joan K.; Moore, Diquan; Pardi, Dana; Sadhu, Sandeep; Sanchez, Samuel; Sharma, Pooja; Singh, Anoopa; Rogers, Joshua; Wolinetz, Aron; Grosso-Applewhite, Terri; Zhao, Kai; Filipski, Andrew B.; Gilmour, Robert F., Jr.; Grosu, Radu; Glimm, James; Smolka, Scott A.; Cherry, Elizabeth M.; Clarke, Edmund M.; Griffeth, Nancy; Fenton, Flavio H.

    2011-01-01

    As part of a 3-wk intersession workshop funded by a National Science Foundation Expeditions in Computing award, 15 undergraduate students from the City University of New York collaborated on a study aimed at characterizing the voltage dynamics and arrhythmogenic behavior of cardiac cells for a broad range of physiologically relevant conditions…

  4. "the other side of the coin": What do business schools teach the typical business undergraduate student about the nonprofit sector? A case study from the Netherlands

    NARCIS (Netherlands)

    L.C.P.M. Meijs (Lucas); E.M. ten Hoorn (Esther); J.L. Brudney (Jeffrey)

    2007-01-01

    textabstractThis article focuses on the exposure of the typical undergraduate business student to the nonprofit sector and management, as opposed to focusing on learning opportunities available to interested students in particular, as is typically reviewed in research on nonprofit management

  5. The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program (Articulación de Prácticas de Investigación Formativa con los Proyectos de Aula de las Clases de Lengua y Cultura Anglófona en un Programa de Licenciatura en Lengua Extranjera)

    Science.gov (United States)

    Marroquín, Paula Ramírez

    2015-01-01

    This article shows the results of a research project which searched to answer how to articulate formative research with classroom projects in an undergraduate English teaching program. To accomplish the purpose of this paper, the document will focus on the two specific objectives of this qualitative research: document revision, and knowing about…

  6. Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

    Science.gov (United States)

    Kustra, Erika; Doci, Florida; Gillard, Kaitlyn; Hondzel, Catharine Dishke; Goff, Lori; Gabay, Danielle; Meadows, Ken N.; Borin, Paola; Wolf, Peter; Ellis, Donna; Eiliat, Hoda; Grose, Jill; Dawson, Debra L.; Hughes, Sandy

    2015-01-01

    An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students' perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support…

  7. Frames for undergraduates

    CERN Document Server

    Han, Deguang; Larson, David; Weber, Eric

    2007-01-01

    Frames for Undergraduates is an undergraduate-level introduction to the theory of frames in a Hilbert space. This book can serve as a text for a special-topics course in frame theory, but it could also be used to teach a second semester of linear algebra, using frames as an application of the theoretical concepts. It can also provide a complete and helpful resource for students doing undergraduate research projects using frames. The early chapters contain the topics from linear algebra that students need to know in order to read the rest of the book. The later chapters are devoted to advanced topics, which allow students with more experience to study more intricate types of frames. Toward that end, a Student Presentation section gives detailed proofs of fairly technical results with the intention that a student could work out these proofs independently and prepare a presentation to a class or research group. The authors have also presented some stories in the Anecdotes section about how this material has moti...

  8. Results of a survey by the European Society of Radiology (ESR): undergraduate radiology education in Europe-influences of a modern teaching approach.

    Science.gov (United States)

    Oris, Elena; Verstraete, Koenraad; Valcke, Martin

    2012-04-01

    The purpose of the present study is to determine in what way a conventional versus a modern medical curriculum influences teaching delivery in formal radiology education. A web-based questionnaire was distributed by the ESR to radiology teaching staff from 93 European teaching institutions. Early exposure to radiology in pre-clinical years is typically reported in institutions with a modern curriculum. The average number of teaching hours related to radiology is similar in both curriculum types (60 h). Radiology in modern curricula is mainly taught by radiologists, radiology trainees (50%), radiographers (20%) or clinicians (17%). Mandatory clerkships are pertinent to modern curricula (55% vs. 41% conventional curriculum), which start in the first (13% vs. 4% conventional curriculum) or second year of the training (9% vs. 2% conventional curriculum). The common core in both curricula consists of radiology examinations, to work with radiology teaching files, to attend radiology conferences, and to participate in multidisciplinary meetings. The influence of a modern curriculum on the formal radiology teaching is visible in terms of earlier exposure to radiology, involvement of a wider range of staff grades and range of profession involved in teaching, and radiology clerkships with more active and integrated tasks. • This study looks at differences in the nature of formal radiology teaching.

  9. How does an increase in undergraduate teaching load affect GP teacher motivation? A grounded theory study using data from a new medical school.

    Science.gov (United States)

    Harding, Alex; Sweeney, Grace

    2013-07-01

    The opening of a new medical school is a cause for celebration. Starting with a clean slate often gives the opportunity to adopt more modern teaching practices. However, encouraging large numbers of clinicians to start teaching and to adopt these new methods brings its own set of challenges. During the expansion phase of a new medical school, it was often noted that new teachers seemed to have considerable difficulties, and often expressed these as negativity towards student placements. This did not chime with much of the work from established schools, which seemed to evaluate expansion of teaching more positively. We wanted to better understand the issues involved. Semi-structured interviews were conducted involving GPs who had received medical students over the first four years of a newly established medical school. The aims were to assess the impact of the students on the new teachers, and to try to better understand why some teachers were experiencing difficulties. We collected qualitative and quantitative data at the interviews. The qualitative data were analysed using grounded theory which aims to link emerging themes together. The findings suggest that as the quantity of teaching medical students increases, the enjoyment and commitment to teaching may decrease. Concerns over the administration of teaching may begin to predominate. Two factors may help to reduce this: 1 Adequate investment in manpower and premises to reduce time and space constraints on teaching. 2 Practices considering themselves as teaching practices where education is a part of the practice identity.

  10. Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    In this module, developed by the Research Applications for Teaching (RAFT) project, preservice teachers study the major types of classroom interactions which occur between teachers and students and review the research findings showing how these interactions are related to effective teaching. Much effort is spent on describing procedures for…

  11. This is Not a Game: Early Observations on Using Alternate Reality Games for Teaching Security Concepts to First-Year Undergraduates

    OpenAIRE

    Flushman, Tanya R.; Gondree, Mark; Peterson, Zachary N. J.

    2015-01-01

    We describe a novel approach to delivering an introductory computer science course for first-year undergraduates, using computer security topics to explore core CS concepts. Our course is a first attempt at merging aspects of capture the flag-style challenges, puzzle-based learning, and alternate reality games (ARGs), with the goal of improving student engagement, increasing awareness of security as a discipline and professional opportunity, and providing context for t...

  12. O Ensino de Empreendedorismo nos Cursos de Graduação em Ciências Contábeis = Teaching entrepreneurship in undergraduate courses in accounting sciences

    Directory of Open Access Journals (Sweden)

    Márcia Athayde Matias

    2013-07-01

    sentido, o objetivo deste estudo foi o de identificar se a cultura de empreendedorismo é praticada nos cursos de graduação em ciências contábeis nas principais instituições de ensino superior do Brasil, tendo como foco as universidades federais. A pesquisa caracteriza-se como descritiva e qualitativa. A amostra analisada envolveu vinte e sete instituições federais. Cada uma delas representa uma unidade da federação. Como resultado, ficou evidenciado que o tema do empreendedorismo está presente de forma ainda muito incipiente nos projetos pedagógicos das instituições pesquisadas, mas que há uma tendência em direção à implementação em suas grades curriculares. Conclui-se, por fim, pela necessidade de maior estudo, conscientização e difusão do empreendedorismo por parte das instituições públicas de ensino superior para os cursos de ciências contábeis, no sentido de incentivar a classe contábil a desenvolver o potencial que possui no apoio aos empresários e desenvolvimento do país. Nowadays, it appears that entrepreneurship has had an ever-increasing importance in the world, because of the many changes that have been taking place, especially in labor relations. Several countries have undertaken actions to include teaching entrepreneurship in their curriculum structures in primary, secondary and higher education, being aware that the entrepreneur is one of the elements that provide rising conditions of employment and income. Accordingly, the objective of this study was to identify if the culture of entrepreneurship is practiced in undergraduate courses in accounting sciences in major institutions of higher education in Brazil, focusing on federal universities. The research is characterized as descriptive and qualitative. The sample analysed involved twenty-seven federal institutions, and each of them represents a unit of the federation. As a result, it became evident that the issue of entrepreneurship is present as very incipient in educational

  13. The use of real time ultrasound scanning as a teaching method of anatomy in an undergraduate sonography and medical imaging degree in an Australian university

    International Nuclear Information System (INIS)

    Bowman, A.; Lawson, C.; McKillup, S.

    2016-01-01

    Background: Real-time ultrasound scanning is increasing in popularity as a teaching tool for human anatomy because it is non-invasive, offers real-time 3-D anatomy and is cheaper than dissections. Aim: To assess real-time ultrasound scanning as a teaching method of human anatomy, and to determine what teaching methods medical imaging and sonography students consider effective for understanding human anatomy. Method: Surveys were distributed to two consecutive cohorts of first year medical imaging and medical sonography students at CQUniversity. Participation was voluntary. Comparisons among teaching methods were made using repeated measures ANOVA. Results: Real-time ultrasound scanning was the most preferred method of delivery for anatomy classes overall especially compared to computer programs, videos, 3-D radiological images and dissection. Specifically, students indicated that ultrasound scanning was the preferred method to encourage learning from experience (F 7,231  = 2.942, p = 0.006), to develop team skills (F 7,231  = 4.550, p < 0.006), to follow complex instructions (F 7,231  = 4.656 p < 0.001) and to appreciate anatomical variation (F 7,231  = 2.067, p = 0.048). Dissection was the least favoured teaching method. Conclusion: Real-time ultrasound scanning is a useful tool for teaching anatomy, and animal dissections are a poor substitute for the use of human cadavers. - Highlights: • Real-time ultrasound scanning is a valid teaching tool for human anatomy. • Real-time ultrasound is preferred by students compared to other teaching methods. • Dissection is the least favoured method to learn anatomy. • Ultrasound encourages learning from experience and develops team skills.

  14. Analyzing the Existing Undergraduate Engineering Leadership Skills

    OpenAIRE

    Hamed M. Almalki; Luis Rabelo; Charles Davis; Hammad Usmani; Debra Hollister; Alfonso Sarmiento

    2016-01-01

    Purpose: Studying and analyzing the undergraduate engineering students' leadership skills to discover their potential leadership strengths and weaknesses. This study will unveil potential ways to enhance the ways we teach engineering leadership. The research has great insights that might assist engineering programs to improve curricula for the purpose of better engineering preparation to meet industry's demands. Methodology and Findings: 441 undergraduate engineering students have been s...

  15. Undergraduate Research Opportunities in OSS

    Science.gov (United States)

    Boldyreff, Cornelia; Capiluppi, Andrea; Knowles, Thomas; Munro, James

    Using Open Source Software (OSS) in undergraduate teaching in universities is now commonplace. Students use OSS applications and systems in their courses on programming, operating systems, DBMS, web development to name but a few. Studying OSS projects from both a product and a process view also forms part of the software engineering curriculum at various universities. Many students have taken part in OSS projects as well as developers.

  16. Undergraduate Biocuration: Developing Tomorrow’s Researchers While Mining Today’s Data

    Science.gov (United States)

    Mitchell, Cassie S.; Cates, Ashlyn; Kim, Renaid B.; Hollinger, Sabrina K.

    2015-01-01

    Biocuration is a time-intensive process that involves extraction, transcription, and organization of biological or clinical data from disjointed data sets into a user-friendly database. Curated data is subsequently used primarily for text mining or informatics analysis (bioinformatics, neuroinformatics, health informatics, etc.) and secondarily as a researcher resource. Biocuration is traditionally considered a Ph.D. level task, but a massive shortage of curators to consolidate the ever-mounting biomedical “big data” opens the possibility of utilizing biocuration as a means to mine today’s data while teaching students skill sets they can utilize in any career. By developing a biocuration assembly line of simplified and compartmentalized tasks, we have enabled biocuration to be effectively performed by a hierarchy of undergraduate students. We summarize the necessary physical resources, process for establishing a data path, biocuration workflow, and undergraduate hierarchy of curation, technical, information technology (IT), quality control and managerial positions. We detail the undergraduate application and training processes and give detailed job descriptions for each position on the assembly line. We present case studies of neuropathology curation performed entirely by undergraduates, namely the construction of experimental databases of Amyotrophic Lateral Sclerosis (ALS) transgenic mouse models and clinical data from ALS patient records. Our results reveal undergraduate biocuration is scalable for a group of 8–50+ with relatively minimal required resources. Moreover, with average accuracy rates greater than 98.8%, undergraduate biocurators are equivalently accurate to their professional counterparts. Initial training to be completely proficient at the entry-level takes about five weeks with a minimal student time commitment of four hours/week. PMID:26557796

  17. 基于网络资源的VFP课程教学改革%Applied Colleges of undergraduate course teaching of VFP

    Institute of Scientific and Technical Information of China (English)

    王秋红

    2015-01-01

    Under the traditional teaching model,the VFP course has not already adapted to the goal of training practical professionals,This paper analyzes the factors influencing the teaching effect, Combining with the teaching practice for college students of non computer major,Put forward:one Teaching system of based on the cyber source,Case teaching as main means,Take the training of application ability For guidance,Taking the construction of teaching materials for the target and Taking the construction of teaching materials for the target.Improve practical ability,establish the consciousness of team.%VFP课程在传统的教学模式下已不能适应培养应用型人才的目标。本文分析了影响教学效果的诸多因素,结合教学实践针对高校非计算机专业的学生,提出以网络资源为依托,以案例教学为主要手段,以应用能力培养为导向,以构建教材为目标的教学体系。整合教学内容,用项目贯穿整个教学过程;通过案例教学、强化实验环节、利用网络资源,使学生在VFP课程学习中获取知识和技能,提高实际应用综合能力,树立团队意识。

  18. Preparing Graduate Students To Teach. A Guide to Programs That Improve Undergraduate Education and Develop Tomorrow's Faculty. From a Comprehensive National Survey of Teaching Assistant Training Programs and Practices.

    Science.gov (United States)

    Lambert, Leo M., Ed.; Tice, Stacey Lane, Ed.

    This report describes and documents the state of affairs in preparing graduate students for college and university teaching responsibilities. Chapter 1 summarizes the results of a survey on teacher assistant training and publishing and provides a review of the centrality of the teaching assistantship in graduate education. The publication's two…

  19. Undergraduate medical education.

    Science.gov (United States)

    Rees, L; Wass, J

    1993-01-23

    Pressures from students and teachers, from professional bodies, and from changes in the way health care is delivered are all forcing a rethink of how medical students should be taught. These pressures may be more intense in London but are not confined to it. The recommendation the Tomlinson report advocates that has been generally welcomed is for more investment in primary care in London. General practitioners have much to teach medical schools about effective ways of learning, but incentives for teaching students in general practice are currently low, organising such teaching is difficult and needs resources, and resistance within traditional medical school hierarchies needs to be overcome. Likewise, students value learning within local communities, but the effort demanded of public health departments and community organisations is great at a time when they are under greater pressure than ever before. The arguments over research that favour concentration in four multifaculty schools are less clear cut for undergraduate education, where personal support for students is important. An immediate concern is that the effort demanded for reorganising along the lines suggested by Tomlinson will not leave medical schools much energy for innovating.

  20. Perceptions of Undergraduate Students and Faculty Regarding the Impact of Electronic Communication on the Written-Communication Skills of Undergraduate Students

    Science.gov (United States)

    Houser, Laura Ann Camlet

    2012-01-01

    This narrative-qualitative study investigated the perceived impact that electronic communication has on the written-communication skills of undergraduate students. Open-ended survey questions queried the experiences of undergraduate students who use electronic communication, as well as the perceptions of faculty who teach undergraduate students.…

  1. The evaluation of bedside teaching – an instrument for staff ...

    African Journals Online (AJOL)

    teaching during their undergraduate training, while 100% thought that bedside ... or no attention has been given to the evaluation of bedside teaching. Problem ... of this pilot study was to determine the quality of bedside teaching in one group ...

  2. Primarily Experimental Results for a W Wire Array Z Pinch

    International Nuclear Information System (INIS)

    Kuai Bin; Aici, Qiu; Wang Liangping; Zeng Zhengzhong; Wang Wensheng; Cong Peitian; Gai Tongyang; Wei Fuli; Guo Ning; Zhang Zhong

    2006-01-01

    Primarily experimental results are given for a W wire array Z pinch imploded with up to 2 MA in 100 ns on a Qiangguang-I pulsed power generator. The configuration and parameters of the generator, the W wire array load assembly and the diagnostic system for the experiment are described. The total X-ray energy has been obtained with a averaged power of X-ray radiation of 1.28 TW

  3. Internet use by library and information science undergraduates in ...

    African Journals Online (AJOL)

    The study recommended that undergraduates should be trained to be ICT literate as well as be given increased access to internet facilities to enable them maximize the benefits of internet use. The study concluded that although there is a rise in the use of internet by undergraduates, they primarily use the internet for social ...

  4. A Case Study for Evaluating the Diffusion of Computing Technology in Teaching Undergraduates by a Faculty in a Journalism and Mass Communication Program.

    Science.gov (United States)

    Terry, Janet L.; Geske, Joel

    A case study investigated how journalism and mass communication faculty members diffused and used computing technology in teaching. Subjects, 21 tenured and tenure-track faculty members in a mid-sized journalism and mass communication department, completed an indepth questionnaire designed to measure the general attitude of the faculty towards…

  5. Relative Effectiveness of Two Approaches to the Teaching of Music Theory on the Achievement and Attitudes of Undergraduate Students Training as Church Musicians

    Science.gov (United States)

    Kinchen, John Dawson, III

    2012-01-01

    As a result of a perceived need to improve the music theory curricula for the preparation of church music leaders, this study compared two diverse approaches to the teaching of music theory for church music university students on achievement, attitudes, and self-preparedness. This current study was a quantitative, quasi-experimental research…

  6. The Effectiveness of the Problem-Based Learning Teaching Model for Use in Introductory Chinese Undergraduate Medical Courses: A Systematic Review and Meta-Analysis

    Science.gov (United States)

    Zhang, Yanqi; Zhou, Liang; Liu, Xiaoyu; Liu, Ling; Wu, Yazhou; Zhao, Zengwei; Yi, Dali; Yi, Dong

    2015-01-01

    Background Although the problem-based learning (PBL) emerged in 1969 and was soon widely applied internationally, the rapid development in China only occurred in the last 10 years. This study aims to compare the effect of PBL and lecture-based learning (LBL) on student course examination results for introductory Chinese undergraduate medical courses. Methods Randomized and nonrandomized controlled trial studies on PBL use in Chinese undergraduate medical education were retrieved through PubMed, the Excerpta Medica Database (EMBASE), Chinese National Knowledge Infrastructure (CNKI) and VIP China Science and Technology Journal Database (VIP-CSTJ) with publication dates from 1st January 1966 till 31 August 2014. The pass rate, excellence rate and examination scores of course examination were collected. Methodological quality was evaluated based on the modified Jadad scale. The I-square statistic and Chi-square test of heterogeneity were used to assess the statistical heterogeneity. Overall RRs or SMDs with their 95% CIs were calculated in meta-analysis. Meta-regression and subgroup meta-analyses were also performed based on comparators and other confounding factors. Funnel plots and Egger’s tests were performed to assess degrees of publication bias. Results The meta-analysis included 31studies and 4,699 subjects. Fourteen studies were of high quality with modified Jadad scores of 4 to 6, and 17 studies were of low quality with scores of 1 to 3. Relative to the LBL model, the PBL model yielded higher course examination pass rates [RR = 1.09, 95%CI (1.03, 1.17)], excellence rates [RR = 1.66, 95%CI (1.33, 2.06)] and examination scores [SMD = 0.82, 95%CI (0.63, 1.01)]. The meta-regression results show that course type was the significant confounding factor that caused heterogeneity in the examination-score meta-analysis (t = 0.410, Pteaching model application in introductory undergraduate medical courses can increase course examination excellence rates and scores in

  7. The Place of Nursing History in an Undergraduate Curriculum.

    Science.gov (United States)

    Lait, Margaret E.

    2000-01-01

    Describes a standalone undergraduate course in nursing history in terms of rationale, purpose, and content. Discusses arguments for inclusion of nursing history in the curriculum and problems associated with teaching it. (SK)

  8. Pathology in Undergraduate Training Program

    Directory of Open Access Journals (Sweden)

    Shiva Raj K.C.

    2018-04-01

    consequence of this is that in many medical schools ‘pathology’ is no longer a recognised subject. In Nepal, pathology is taught in first two years of undergraduate teaching.Despite all these, Pathology is vital and will remain so, to the proper understanding the disease process. If various clinical subjects are the branches of medicine, pathology is the main stem of it. As Sir William Osler says “As is your Pathology, so is your Medicine.” His words are as true today as they were in his time. Pathology teaching may also include multidisciplinary team meeting as one of the key method of teaching. It not only actively involves Pathologists in teaching learning process, but also an important way of exposing interested students to pathology and, in the author’s experience, provides a strong stimulus for eventual choice of pathology as a career.1

  9. Interpreting Undergraduate Research Posters in the Literature Classroom

    Science.gov (United States)

    Manarin, Karen

    2016-01-01

    This essay explores the use of undergraduate research posters in English literature classrooms; at the same time, it argues for a scholarship of teaching and learning responsive to how meaning is constructed in the arts and humanities. Our scholarly practice requires interaction with texts and with each other, yet the undergraduate research paper…

  10. Student Perceptions on Live-Case Projects: Undergraduate Marketing Research

    Science.gov (United States)

    Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew

    2014-01-01

    This paper is an investigation into undergraduate students' perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of…

  11. Teaching artfully

    DEFF Research Database (Denmark)

    Chemi, Tatiana

    2016-01-01

    In this contribution I address the challenges and rewards that are brought by teaching creatively in higher education. By looking auto-ethnographically at my own practice as educator at undergraduate and graduate programs in Denmark, I describe a number of creative educational tools: metaphor-bui......) critical and original thinking. The aspiration of the present contribution is to disseminate my thoughts, reflections, experiences and engage in a conversation with a scholarly field, to whom academia is much more than logical-verbal transmission of knowledge.......In this contribution I address the challenges and rewards that are brought by teaching creatively in higher education. By looking auto-ethnographically at my own practice as educator at undergraduate and graduate programs in Denmark, I describe a number of creative educational tools: metaphor...

  12. Using Interactive Animations to Enhance Teaching, Learning, and Retention of Respiration Pathway Concepts in Face-to-Face and Online High School, Undergraduate, and Continuing Education Learning Environments

    Directory of Open Access Journals (Sweden)

    Sederick C. Rice

    2013-02-01

    Full Text Available One major tool set teachers/instructors can use is online interactive animations, which presents content in a way that helps pique students' interest and differentiates instructional content.  The Virtual Cell Animation Collections (VCAC, developed from the Molecular and Cellular Biology Learning Center, has developed a series of online interactive animations that provide teacher/instructors and students with immersive learning tools for studying and understanding respiration processes.  These virtual tools work as powerful instructional devices to help explain and reinforce concepts of metabolic pathways that would normally be taught traditionally using static textbook pages or by neumonic flashcards. High school, undergraduate, and continuing education students of today learn and retain knowledge differently than their predecessors.  Now teachers face new challenges and must engage and assess students, within a small window during classroom instruction, but also have the skills to provide useful content in distance learning environments.  Educators have to keep up with changing trends in education as a result of technological advances, higher student/teacher ratios, and the influence of social media on education. It is critical for teachers/instructors to be able to present content that not only keeps students interested but also helps bridge learning gaps. VCAC provides high school, undergraduate, and continuing education biology or life science teachers/instructors with classroom strategies and tools for introducing respiration content through free open source online resources. VCAC content supports the development of more inquiry-based classroom and distance-learning environments that can be facilitated by teachers/instructors, which helps improve retention of important respiration subject content and problem-based learning skills for students.

  13. Is Self-Sacrificial Competitive Altruism Primarily a Male Activity?

    Directory of Open Access Journals (Sweden)

    Francis T. McAndrew

    2012-01-01

    Full Text Available This study explored the basis of self-sacrificial prosocial behavior in small groups. Seventy-eight undergraduates (39M, 39F filled out a thirty-item personality scale and then participated in a “group problem-solving study” in which the monetary success of a three-person group depended upon one of its members volunteering to endure pain (a cold stressor test and inconvenience (being soaked in a dunk tank. There were 13 groups consisting of two females and one male, and 13 groups consisting of two males and one female. Across groups, the behavior of the altruist was judged to be more costly, challenging, and important and he/she was liked better, rewarded with more money, and preferred as a future experimental partner. Groups containing two males showed more evidence of competition to become altruists than groups containing two females, and personality traits were more effective predictors of altruistic behavior in males than in females. We conclude that competition between males and “showing off” are key factors in triggering self-sacrificial altruistic behavior.

  14. Human punishment is not primarily motivated by inequality.

    Science.gov (United States)

    Marczyk, Jesse

    2017-01-01

    Previous theorizing about punishment has suggested that humans desire to punish inequality per se. However, the research supporting such an interpretation contains important methodological confounds. The main objective of the current experiment was to remove those confounds in order to test whether generating inequality per se is punished. Participants were recruited from an online market to take part in a wealth-alteration game with an ostensible second player. The participants were given an option to deduct from the other player's payment as punishment for their behavior during the game. The results suggest that human punishment does not appear to be motivated by inequality per se, as inequality that was generated without inflicting costs on others was not reliably punished. Instead, punishment seems to respond primarily to the infliction of costs, with inequality only becoming relevant as a secondary input for punishment decisions. The theoretical significance of this finding is discussed in the context of its possible adaptive value.

  15. Human punishment is not primarily motivated by inequality

    Science.gov (United States)

    Marczyk, Jesse

    2017-01-01

    Previous theorizing about punishment has suggested that humans desire to punish inequality per se. However, the research supporting such an interpretation contains important methodological confounds. The main objective of the current experiment was to remove those confounds in order to test whether generating inequality per se is punished. Participants were recruited from an online market to take part in a wealth-alteration game with an ostensible second player. The participants were given an option to deduct from the other player’s payment as punishment for their behavior during the game. The results suggest that human punishment does not appear to be motivated by inequality per se, as inequality that was generated without inflicting costs on others was not reliably punished. Instead, punishment seems to respond primarily to the infliction of costs, with inequality only becoming relevant as a secondary input for punishment decisions. The theoretical significance of this finding is discussed in the context of its possible adaptive value. PMID:28187166

  16. Human punishment is not primarily motivated by inequality.

    Directory of Open Access Journals (Sweden)

    Jesse Marczyk

    Full Text Available Previous theorizing about punishment has suggested that humans desire to punish inequality per se. However, the research supporting such an interpretation contains important methodological confounds. The main objective of the current experiment was to remove those confounds in order to test whether generating inequality per se is punished. Participants were recruited from an online market to take part in a wealth-alteration game with an ostensible second player. The participants were given an option to deduct from the other player's payment as punishment for their behavior during the game. The results suggest that human punishment does not appear to be motivated by inequality per se, as inequality that was generated without inflicting costs on others was not reliably punished. Instead, punishment seems to respond primarily to the infliction of costs, with inequality only becoming relevant as a secondary input for punishment decisions. The theoretical significance of this finding is discussed in the context of its possible adaptive value.

  17. A Green Marketing Course for Business Undergraduates

    Science.gov (United States)

    Rudell, Fredrica

    2011-01-01

    Since the 1970s, periodic calls have been made for incorporation of sustainability issues into marketing and other business courses. Now more than ever, we need to prepare students for careers in the green economy. This article will describe the author's experience teaching a Green Marketing course to business undergraduates. A review of content,…

  18. Exploring Signature Pedagogies in Undergraduate Leadership Education

    Science.gov (United States)

    Jenkins, Daniel M.

    2012-01-01

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

  19. Advancing Research on Undergraduate Science Learning

    Science.gov (United States)

    Singer, Susan Rundell

    2013-01-01

    This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

  20. Sustaining Integrated Technology in Undergraduate Mathematics

    Science.gov (United States)

    Oates, Greg

    2011-01-01

    The effective integration of technology into the teaching and learning of mathematics remains one of the critical challenges facing contemporary tertiary mathematics. This article reports on some significant findings of a wider study investigating the use of technology in undergraduate mathematics. It first discusses a taxonomy developed to…

  1. Child Psychiatry Curricula in Undergraduate Medical Education

    Science.gov (United States)

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

    2008-01-01

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

  2. The impact of undergraduate clinical teaching models on the perceptions of work-readiness among new graduate nurses: A cross sectional study.

    Science.gov (United States)

    Patterson, Emma E B; Boyd, Leanne; Mnatzaganian, George

    2017-08-01

    Clinical Placements are an essential component of bridging the gap between academic theory and nursing practice. There are multiple clinical models designed to ease the transition from student to professional, yet there has been little exploration of such models and their impact on graduates' perceptions of work-readiness. This cross sectional study examined perceptions of work-readiness of new graduate nurses who attended one of the following clinical teaching models: the University Fellowship Program (UFP), the Traditional Multi-facility Clinical Model (TMCPM), and the Mixed Program (MP). Three groups of first year graduate nurses (UFP, TMCPM, and MP) were compared using the Work-readiness Scale, a validated and reliable tool, which assessed nurses' perceptions of work-readiness in four domains: organizational acumen, personal work characteristics, social intelligence, and work competence. A multivariable Generalized Estimating Equations regression investigated socio-demographic and teaching-modelrelated factors associated with work-readiness. Of 43 nurses approached, 28 completed the survey (65% response rate) of whom 6 were UFP attendants, 8 attended the TMCPM and 14 the MP. Those who had attended the UFP scored higher than the other two in all four domains; however, the crude between-group comparisons did not yield statistically significant results. Only after accounting for age, gender, teaching setting and prior work experience, the multivariable model showed that undertaking the UFP was likely to increase perceptions of work-readiness by 1.4 points (95% CI 0.11-2.69), P=0.03). The UFP was superior to the other two placement models. The study suggests that the UFP may enhance graduate nurses' perceptions of work readiness. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Mentored undergraduate research in the geosciences

    Science.gov (United States)

    Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

    2012-09-01

    There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

  4. A Semester-Long Project for Teaching Basic Techniques in Molecular Biology Such as Restriction Fragment Length Polymorphism Analysis to Undergraduate and Graduate Students

    Science.gov (United States)

    DiBartolomeis, Susan M.

    2011-01-01

    Several reports on science education suggest that students at all levels learn better if they are immersed in a project that is long term, yielding results that require analysis and interpretation. I describe a 12-wk laboratory project suitable for upper-level undergraduates and first-year graduate students, in which the students molecularly locate and map a gene from Drosophila melanogaster called dusky and one of dusky's mutant alleles. The mapping strategy uses restriction fragment length polymorphism analysis; hence, students perform most of the basic techniques of molecular biology (DNA isolation, restriction enzyme digestion and mapping, plasmid vector subcloning, agarose and polyacrylamide gel electrophoresis, DNA labeling, and Southern hybridization) toward the single goal of characterizing dusky and the mutant allele dusky73. Students work as individuals, pairs, or in groups of up to four students. Some exercises require multitasking and collaboration between groups. Finally, results from everyone in the class are required for the final analysis. Results of pre- and postquizzes and surveys indicate that student knowledge of appropriate topics and skills increased significantly, students felt more confident in the laboratory, and students found the laboratory project interesting and challenging. Former students report that the lab was useful in their careers. PMID:21364104

  5. How to teach mathematics

    CERN Document Server

    Krantz, Steven G

    2015-01-01

    This third edition is a lively and provocative tract on how to teach mathematics in today's new world of online learning tools and innovative teaching devices. The author guides the reader through the joys and pitfalls of interacting with modern undergraduates-telling you very explicitly what to do and what not to do. This third edition has been streamlined from the second edition, but still includes the nuts and bolts of good teaching, discussing material related to new developments in teaching methodology and technique, as well as adding an entire new chapter on online teaching methods.

  6. Teaching Veterinary Anesthesia: A Survey-Based Evaluation of Two High-Fidelity Models and Live-Animal Experience for Undergraduate Veterinary Students.

    Science.gov (United States)

    Musk, Gabrielle C; Collins, Teresa; Hosgood, Giselle

    In veterinary medical education, reduction, replacement, and refinement (the three Rs) must be considered. Three clinical skills in anesthesia were identified as challenging to students: endotracheal intubation, intravenous catheterization, and drug dose calculations. The aims of this project were to evaluate students' perception of their level of confidence in performing these three clinical skills in veterinary anesthesia, to document the extent of students' previous experience in performing these three tasks, and to describe students' emotional states during this training. Veterinary students completed a series of four surveys over the period of their pre-clinical training to evaluate the usefulness of high-fidelity models for skill acquisition in endotracheal intubation and intravenous catheterization. In addition, practice and ongoing assessment in drug dose calculations were performed. The curriculum during this period of training progressed from lectures and non-animal training, to anesthesia of pigs undergoing surgery from which they did not recover, and finally to anesthesia of dogs and cats in a neutering clinic. The level of confidence for each of the three clinical skills increased over the study period. For each skill, the number of students with no confidence decreased to zero and the proportion of students with higher levels of confidence increased. The high-fidelity models for endotracheal intubation and intravenous catheterization used to complement the live-animal teaching were considered a useful adjunct to the teaching of clinical skills in veterinary anesthesia. With practice, students became more confident performing drug dose calculations.

  7. Teaching Listening.

    Science.gov (United States)

    Mendelsohn, David J.

    1998-01-01

    Review of research on trends in teaching second-language listening focuses primarily on strategy instruction and a strategy-based approach but also refers to developments in terms of listening and "high-tech contexts," interactive listening, and academic listening. Classroom listening textbooks are discussed, with attention to the mismatch between…

  8. The Geosciences Division of the Council on Undergraduate Research (GeoCUR): Supporting Faculty that Mentor Undergraduate Researchers

    Science.gov (United States)

    Fox, L. K.; Guertin, L. A.; Manley, P. L.; Fortner, S. K.

    2012-12-01

    Undergraduate research is a proven effective pedagogy that has a number of benefits including: enhancing student learning through mentoring relationships with faculty; increasing retention; increasing enrollment in graduate programs; developing critical thinking, creativity, problem solving and intellectual independence; and, developing an understanding of research methodology. Undergraduate research also has been demonstrated in preparing students for careers. In addition to developing disciplinary and technical expertise, participation in undergraduate research helps students improve communication skills (written, oral, and graphical) and time management. Early involvement in undergraduate research improves retention and, for those engaged at the 2YC level, helps students successfully transfers to 4YC. The Geosciences Division of the Council on Undergraduate Research (GeoCUR) supports faculty in their development of undergraduate research programs at all levels. GeoCUR leads workshops for new and future faculty covering all aspects of undergraduate research including incorporating research into coursework, project design, mentoring students, sustaining programs, and funding sources. GeoCUR members support new faculty by providing a range of services including: peer-review of grant proposals; advice on establishing an undergraduate research program; balancing teaching and research demands; and networking with other geoscientist. GeoCUR has also developed web resources that support faculty and departments in development of undergraduate research programs (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). This presentation will describe the services provided by GeoCUR and highlight examples of programs and resources available to geoscientists in all career stages for effective undergraduate research mentoring and development.

  9. Perfil socioeconômico e expectativa docente de ingressantes no Curso de Licenciatura em Ciências Biológicas. Socioeconomic profile and teaching expectations of undergraduate students of Biological Sciences

    Directory of Open Access Journals (Sweden)

    Santos, Rodrigo Souza

    2014-08-01

    Full Text Available A opção dos estudantes por um curso de graduação em licenciatura envolve vários fatores. Porém, muitas vezes, os jovens não estão preparados para esta escolha, gerando frustrações e desistências. Desta forma, este trabalho objetivou traçar o perfil socioeconômico e conhecer as expectativas profissionais acerca da docência de estudantes ingressantes no Curso de Licenciatura em Ciências Biológicas de uma instituição privada de Ensino Superior, localizada no município de Rio Branco, Acre, Brasil. Foram distribuídos questionários estruturados aos estudantes, contendo perguntas fechadas e abertas, a fim de conhecer o perfil socioeconômico e as razões da escolha do curso, além de analisar suas expectativas futuras quanto à docência. Concluiu-se que o perfil dos estudantes ingressantes no Curso de Licenciatura em Ciências Biológicas é, em sua maioria, composto por mulheres, alunos que concluíram o Ensino Médio em escolas da rede pública de ensino, são de classe média baixa e filhos de pais com baixo nível de escolaridade. A docência é preterida por aproximadamente metade destes estudantes, os quais relataram que não possuem as características necessárias para lecionarem. Em relação aos que pretendem lecionar, quase a totalidade dos estudantes gostariam de ministrar aulas no Ensino Superior em vez de lecionar nos níveis de Ensino Fundamental e Médio. Choosing a degree course involves many factors, and young people are often not prepared for this choice, causing frustration and dropouts. In this context, this study focused on certain socioeconomic profiles and teaching expectations of students entering the Biological Sciences undergraduate course. Structured questionnaires, containing open and closed questions, were distributed in order to learn more about the students’ socioeconomic profile and their reasons for choosing the course, and to analyze their expectations regarding future teaching. We conclude

  10. Undergraduate topology a working textbook

    CERN Document Server

    McCluskey, Aisling

    2014-01-01

    This textbook offers an accessible, modern introduction at undergraduate level to an area known variously as general topology, point-set topology or analytic topology with a particular focus on helping students to build theory for themselves. It is the result of several years of the authors' combined university teaching experience stimulated by sustained interest in advanced mathematical thinking and learning, alongside established research careers in analytic topology. Point-set topology is a discipline that needs relatively little background knowledge, but sufficient determination to grasp i

  11. Geomorphic evidence of active tectonics in the San Gorgonio Pass region of the San Andreas Fault system: an example of discovery-based research in undergraduate teaching

    Science.gov (United States)

    Reinen, L. A.; Yule, J. D.

    2014-12-01

    Student-conducted research in courses during the first two undergraduate years can increase learning and improve student self-confidence in scientific study, and is recommended for engaging and retaining students in STEM fields (PCAST, 2012). At Pomona College, incorporating student research throughout the geology curriculum tripled the number of students conducting research prior to their senior year that culminated in a professional conference presentation (Reinen et al., 2006). Here we present an example of discovery-based research in Neotectonics, a second-tier course predominantly enrolling first-and second-year students; describe the steps involved in the four week project; and discuss early outcomes of student confidence, engagement and retention. In the San Gorgonio Pass region (SGPR) in southern California, the San Andreas fault undergoes a transition from predominantly strike-slip to a complex system of faults with significant dip-slip, resulting in diffuse deformation and raising the question of whether a large earthquake on the San Andreas could propagate through the region (Yule, 2009). In spring 2014, seven students in the Neotectonics course conducted original research investigating quantifiable geomorphic evidence of tectonic activity in the SGPR. Students addressed questions of [1] unequal uplift in the San Bernardino Mountains, [2] fault activity indicated by stream knick points, [3] the role of fault style on mountain front sinuosity, and [4] characteristic earthquake slip determined via fault scarp degradation models. Students developed and revised individual projects, collaborated with each other on methods, and presented results in a public forum. A final class day was spent reviewing the projects and planning future research directions. Pre- and post-course surveys show increases in students' self-confidence in the design, implementation, and presentation of original scientific inquiries. 5 of 6 eligible students participated in research the

  12. Elucidating Bioethics with Undergraduates.

    Science.gov (United States)

    Hoskins, Betty B.; Shannon, Thomas A.

    1977-01-01

    Discusses the importance of developing bioethics programs for undergraduate students. Two aspects are considered: (1) current areas of concern and sources of bibliographic information; and (2) problems encountered in undergraduate projects. A list of references is provided. (HM)

  13. The impacts and "best practices" of undergraduate - graduate student mentoring relationships in undergraduate research experiences

    Science.gov (United States)

    Campanile, Megan Faurot

    With the growth of undergraduate research in the U.S., over the past two decades, faculty are more often assigning graduate students to mentor undergraduate students than providing the one-on-one mentoring themselves. A critical gap that exists in the literature is how undergraduate -- graduate student mentoring relationships in undergraduate research influences both students' academic and career paths. The research questions that framed this study were: (1) What, if any, changes occur in the academic and career paths of undergraduate and graduate students who participate in undergraduate research experiences? and (2) Are there variables that constitute "best practices" in the mentoring relationships in undergraduate research experiences and, if so, what are they? The study context was the National Science Foundation Research Experiences for Undergraduates program at Illinois Institute of Technology and the 113 undergraduate researchers and 31 graduate student mentors who participated from 2006 -- 2014. Surveys and interviews were administered to collect pre- and post-program data and follow-up data during the 2014 -- 2015 academic year. Descriptive statistics, content analysis method, and constant comparative method were used to analyze the data. Key findings on the undergraduate researchers were their actual earned graduate degree types (Ph.D. 20%, M.D. 20%, M.S. 48%, other 12%) and fields (STEM 57%, medical 35%, other 8%) and the careers they were pursuing or working in. All the graduate student mentors were pursuing or working in the STEM fields (academia 50%, industry 40%, government 10%). More than 75% of both the undergraduate and graduate students reported that their mentoring relationships had a somewhat to extremely influential impact on their academic and career paths. A set of "best practices" of mentoring were developed for both the undergraduate and graduate students and focused on the mentoring experiences related to learning and teaching about

  14. Strategies for Teaching Maritime Archaeology in the Twenty First Century

    Science.gov (United States)

    Staniforth, Mark

    2008-12-01

    Maritime archaeology is a multi-faceted discipline that requires both theoretical learning and practical skills training. In the past most universities have approached the teaching of maritime archaeology as a full-time on-campus activity designed for ‘traditional’ graduate students; primarily those in their early twenties who have recently come from full-time undergraduate study and who are able to study on-campus. The needs of mature-age and other students who work and live in different places (or countries) and therefore cannot attend lectures on a regular basis (or at all) have largely been ignored. This paper provides a case study in the teaching of maritime archaeology from Australia that, in addition to ‘traditional’ on-campus teaching, includes four main components: (1) learning field methods through field schools; (2) skills training through the AIMA/NAS avocational training program; (3) distance learning topics available through CD-ROM and using the Internet; and (4) practicums, internships and fellowships. The author argues that programs to teach maritime archaeology in the twenty first century need to be flexible and to address the diverse needs of students who do not fit the ‘traditional’ model. This involves collaborative partnerships with other universities as well as government underwater cultural heritage management agencies and museums, primarily through field schools, practicums and internships.

  15. Engaging Undergraduates in Economics

    Science.gov (United States)

    Gajwani, Kiran; Miron, Jeffrey

    2015-01-01

    Siegfried and Stock (2007) explore the undergraduate training of PhD economists. Their findings show that among U.S. undergraduate economics programs, the Harvard University Economics Department produces many eventual economics PhD recipients. In this article, the authors discuss Harvard's undergraduate economics program and highlight some key…

  16. Digital inductive teaching method of strabismus

    OpenAIRE

    Zhao-Jiang Du; Peng Li; Li Wang

    2015-01-01

    AIM: To reform the traditional teaching modes of strabismus by using digital induction to enhance logic in teaching process.METHODS: The study was performed in the group of 20 eight-year program clinical undergraduates from the class of 2009 and 198 five-year program clinical undergraduates from the class of 2010. These students were divided into two groups receiving traditional and digital induction teaching over the same period respectively. After classes, questionnaire survey and classroom...

  17. Autoria no ensino de química: análise de textos escritos por alunos de graduação Authorship in chemistry teaching: analysis of texts written by undergraduate students

    Directory of Open Access Journals (Sweden)

    Luciana Nobre de Abreu Ferreira

    2011-01-01

    Full Text Available A utilização de textos de divulgação científica no ensino formal tem sido discutida por pesquisadores da área de educação em ciências. Tais discussões sugerem que esses textos podem funcionar como instrumento de motivação em sala de aula, organizando explicações e estimulando debates. Nesta perspectiva, foi aplicada uma proposta de ensino pautada no uso de capítulos do livro Tio Tungstênio: Memórias de uma Infância Química, de Oliver Sacks. A proposta, que envolveu a produção de textos, pelos estudantes, sobre conteúdos do livro, foi aplicada em uma disciplina do Ensino Superior de química. Os textos foram analisados segundo a Análise do Discurso de linha francesa, especificamente com relação à noção de autoria.The use of popular science texts in formal education has been discussed by researchers in the field of Science Education. Such discussions suggest that these texts can be an instrument of motivation in the classroom organizing explanations and stimulating discussions. Thus, a teaching proposal was implemented based on the book Uncle Tungsten: Memories of a Chemical Boyhood, by Oliver Sacks. The study involved the production of texts by undergraduate students about some chapters of that book. The texts were analyzed from the perspective of French Discourse Analysis, specifically according to the concept of authorship.

  18. Undergraduate students as co-producers in the creation of first-year practical class resources

    OpenAIRE

    Hubbard, KE; Brown, R; Deans, S; García, MP; Pruna, M-G; Mason, Matthew James

    2017-01-01

    Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a student partnership project run at the University of Cambridge, which aimed to improve undergraduate biology practical class teaching. Student interns were recruited to act as researchers, pedagogical consultants and producers of teaching resources. ...

  19. Method to Increase Undergraduate Laboratory Student Confidence in Performing Independent Research?

    OpenAIRE

    Kempton, Colton E.; Weber, K. Scott; Johnson, Steven M.

    2017-01-01

    The goal of an undergraduate laboratory course should be not only to introduce the students to biology methodologies and techniques, but also to teach them independent analytical thinking skills and proper experiment design.  This is especially true for advanced biology laboratory courses that undergraduate students typically take as a junior or senior in college.  Many courses achieve the goal of teaching techniques, but fail to approach the larger goal of teaching critical thinking, experim...

  20. Designing Effective Undergraduate Research Experiences

    Science.gov (United States)

    Severson, S.

    2010-12-01

    I present a model for designing student research internships that is informed by the best practices of the Center for Adaptive Optics (CfAO) Professional Development Program. The dual strands of the CfAO education program include: the preparation of early-career scientists and engineers in effective teaching; and changing the learning experiences of students (e.g., undergraduate interns) through inquiry-based "teaching laboratories." This paper will focus on the carry-over of these ideas into the design of laboratory research internships such as the CfAO Mainland internship program as well as NSF REU (Research Experiences for Undergraduates) and senior-thesis or "capstone" research programs. Key ideas in maximizing student learning outcomes and generating productive research during internships include: defining explicit content, scientific process, and attitudinal goals for the project; assessment of student prior knowledge and experience, then following up with formative assessment throughout the project; setting reasonable goals with timetables and addressing motivation; and giving students ownership of the research by implementing aspects of the inquiry process within the internship.

  1. Teaching across the Great Divide

    Science.gov (United States)

    O'Neill, K. Kathleen

    2010-01-01

    In this article, the author illustrates the significant role that communication plays in the success of team-teaching where her co-teacher is nearly 12,000 miles and two continents away. The author teaches business communication to female undergraduates in the College of Business Sciences at Zayed University, Abu Dhabi, United Arab Emirates, while…

  2. Defining an anaesthetic curriculum for medical undergraduates. A Delphi study.

    LENUS (Irish Health Repository)

    Rohan, Denise

    2009-01-01

    Anaesthesia is commonly taught to medical students. The duration and content of such teaching varies however and no consensus exists as to what constitutes an optimal curriculum. Anaesthetists possess the necessary knowledge and skills and operate in clinical settings suitable to provide training for medical undergraduates, especially in areas where deficiencies have been identified. This Delphi study was directed towards developing a consensus on an optimal anaesthesia, intensive care and pain medicine curriculum for medical undergraduates.

  3. Teamwork: Effectively Teaching an Employability Skill

    Science.gov (United States)

    Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

    2010-01-01

    Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

  4. Aspirational Model Teaching Criteria for Psychology

    Science.gov (United States)

    Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.

    2014-01-01

    In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

  5. Privileging Peer Review: Implications for Undergraduates

    Directory of Open Access Journals (Sweden)

    Amy E. Mark

    2011-11-01

    Full Text Available Librarians and teaching faculty privilege peer review articles out of ideals rooted in academic culture more then for pedagogical reasons. Undergraduates would find greater benefit in the opportunity to search and critique sources related to their personal and creative interests as well as relevant to academic research projects. Librarians can adopt the role of change-agents by engaging relevant teaching faculty in discussions about the goal of research assignments relative to peer review literature. Framing this discussion is Paulo Freire’s theory of banking information discussed in Pedagogy of the Oppressed (2000.

  6. The comics as teaching strategy in learning of students in an undergraduate management program / As histórias em quadrinhos como estratégia de ensino na aprendizagem de alunos de administração

    Directory of Open Access Journals (Sweden)

    Anielson Barbosa da Silva

    2017-02-01

    Full Text Available Purpose: This article aims to evaluate the use of comics as an active teaching strategy in learning of students in a management undergraduate program. Originality/gap/relevance/implications: The proposal presented in this article brings a theoretical-practical contribution to education in management, since it describes the steps for the use of a strategy involving use of comics as a teaching tool by the professor in the classroom, and also promotes the researcher's reflections on innovative teaching strategies for education in management in Brazil. Key methodological aspects: The study is qualitative and the research method adopted followed the assumptions and steps of the action research of Cousin (2009: recognition, planning, action, observation and reflection. Cousin's description was adapted to the context of teaching. Summary of key results: The results obtained indicate that using presentation of comics as a teaching strategy can enhance competence development, assist in the development of innovation and flexibility, and also contribute to reducing the gap between theory and practice. In addition, it can help students develop a critical sense, help to establish relationships between events and managerial situations, and encourage the exchange of experiences, assisting in decision-making and allowing students to represent a professional situation based on theoretical precepts. Finally, it contributes to the development of reflective practice in the learning environment and, in particular, promotes the development of creativity, something that was observed throughout the implementation of the strategy. Key considerations/conclusions: It is expected that the study will contribute to the dissemination of the strategy in other programs and institutions and encourage teachers to use comics in the learning processes of their students. Objetivo: Este artigo objetiva avaliar a utilização de histórias em quadrinhos (HQs como estratégia de ensino

  7. Teaching GLEE-dership

    Science.gov (United States)

    Sweet, Kati; Bruce, Jackie

    2016-01-01

    In a world where more and more emphasis is being put on the importance of teaching leadership skills to work ready undergraduate students, instructors are often met with the challenge of finding current, engaging, real world examples to use in their classrooms. In the case of this application, the instructors propose the use of the characters and…

  8. Teaching Biblical Studies Online

    Science.gov (United States)

    Delamarter, Stephen; Gravett, Sandra L.; Ulrich, Daniel W.; Nysse, Richard W.; Polaski, Sandra Hack

    2011-01-01

    In this edited transcript of a panel at the Society of Biblical Literature (November 23, 2009, Boston, Massachusetts), five Bible scholars give brief presentations on various challenges and opportunities encountered when teaching academic biblical studies courses online in both undergraduate and theological education contexts. Each presentation is…

  9. French Teaching Aids.

    Science.gov (United States)

    Miller, J. Dale

    Supplementary teaching materials for French language programs are presented in this text. Primarily intended for secondary school students, the study contains seven units of material. They include: (1) French gestures, (2) teaching the interrogative pronouns, (3) French cuisine, (4) recreational learning games, (5) French-English cognates, (6)…

  10. Results from a Faculty Development Program in Teaching Economics

    Science.gov (United States)

    Walstad, William B.; Salemi, Michael K.

    2011-01-01

    The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

  11. Teaching Tectonics to Undergraduates with Web GIS

    Science.gov (United States)

    Anastasio, D. J.; Bodzin, A.; Sahagian, D. L.; Rutzmoser, S.

    2013-12-01

    Geospatial reasoning skills provide a means for manipulating, interpreting, and explaining structured information and are involved in higher-order cognitive processes that include problem solving and decision-making. Appropriately designed tools, technologies, and curriculum can support spatial learning. We present Web-based visualization and analysis tools developed with Javascript APIs to enhance tectonic curricula while promoting geospatial thinking and scientific inquiry. The Web GIS interface integrates graphics, multimedia, and animations that allow users to explore and discover geospatial patterns that are not easily recognized. Features include a swipe tool that enables users to see underneath layers, query tools useful in exploration of earthquake and volcano data sets, a subduction and elevation profile tool which facilitates visualization between map and cross-sectional views, drafting tools, a location function, and interactive image dragging functionality on the Web GIS. The Web GIS platform is independent and can be implemented on tablets or computers. The GIS tool set enables learners to view, manipulate, and analyze rich data sets from local to global scales, including such data as geology, population, heat flow, land cover, seismic hazards, fault zones, continental boundaries, and elevation using two- and three- dimensional visualization and analytical software. Coverages which allow users to explore plate boundaries and global heat flow processes aided learning in a Lehigh University Earth and environmental science Structural Geology and Tectonics class and are freely available on the Web.

  12. Teaching Global Issues in an Undergraduate Program

    Science.gov (United States)

    Zapalska, Alina M.; Wingrove-Haugland, Erik; LaMonica, Christopher; Rivero, Elizabeth

    2013-01-01

    In preparing cadets to be officers, the U.S. Coast Guard Academy (CGA) is committed to developing "the whole person." CGA has increasingly developed program-specific ways to achieve educational goals and learning outcomes. While character development and ethical education have long been important learning outcomes, today's CGA curriculum…

  13. Teaching transportation systems thinking concepts to undergraduates.

    Science.gov (United States)

    2013-05-01

    Systems thinking is thought by many academics to be a graduate level educational venture. : Many traditional educators in the engineering field argue that first a student should gain a : grounding in some traditional branch of engineering (civil and ...

  14. Teaching Critical Thinking in Undergraduate Science Courses.

    Science.gov (United States)

    Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

    2003-01-01

    Explains the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Most of the tasks relate to applications of chemistry and physics in everyday life. Many students revealed that their thinking skills were enhanced by their experience in attempting…

  15. Teaching Critical Thinking in Undergraduate Science Courses

    Science.gov (United States)

    Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

    This paper reports on the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Novel paper and pencil problems were designed to foster the range of critical thinking abilities identified by Ennis (1991). Most of these critical thinking tasks relate to applications of chemistry and physics in everyday life. Some of the tasks were developed from information and/or ideas obtained from critical incident interviews with scientists in private and government organisations. The first year university students were required to attempt the tasks in co-operative groups and to interact in these groups in ways aimed at fostering the dispositions of Ennis' ideal critical thinker (Ennis 1996).The project was evaluated from discussions with groups of students, from comments of tutors who observed the students working in groups and from a questionnaire. Evidence obtained from these data indicated that many students considered their thinking skills were enhanced by their experience of attempting the tasks in small co-operative groups.

  16. Teaching cases on transportation and global warming.

    Science.gov (United States)

    2013-03-01

    This project developed a series of three teaching cases that explore the implications of global : warming for transportation policy in the United States. The cases are intended to be used in : graduate and undergraduate courses on transportation poli...

  17. Science as a general education: Conceptual science should constitute the compulsory core of multi-disciplinary undergraduate degrees.

    Science.gov (United States)

    Charlton, Bruce G

    2006-01-01

    It is plausible to assume that in the future science will form the compulsory core element both of school curricula and multi-disciplinary undergraduate degrees. But for this to happen entails a shift in the emphasis and methods of science teaching, away from the traditional concern with educating specialists and professionals. Traditional science teaching was essentially vocational, designed to provide precise and comprehensive scientific knowledge for practical application. By contrast, future science teaching will be a general education, hence primarily conceptual. Its aim should be to provide an education in flexible rationality. Vocational science teaching was focused on a single-discipline undergraduate degree, but a general education in abstract systematic thinking is best inculcated by studying several scientific disciplines. In this sense, 'science' is understood as mathematics and the natural sciences, but also the abstract and systematic aspects of disciplines such as economics, linguistics, music theory, history, sociology, political science and management science. Such a wide variety of science options in a multi-disciplinary degree will increase the possibility of student motivation and aptitude. Specialist vocational science education will progressively be shifted to post-graduate level, in Masters and Doctoral programs. A multi-disciplinary and conceptually-based science core curriculum should provide an appropriate preparation for dealing with the demands of modern societies; their complex and rapidly changing social systems; and the need for individual social and professional mobility. Training in rational conceptual thinking also has potential benefits to human health and happiness, since it allows people to over-ride inappropriate instincts, integrate conflicting desires and pursue long-term goals.

  18. Evaluating the service quality of undergraduate nursing education in Taiwan--using quality function deployment.

    Science.gov (United States)

    Chou, Shieu-Ming

    2004-05-01

    This study applies quality function deployment (QFD) techniques to evaluate the quality of service of undergraduate nursing education in Taiwan from the perspective of nursing students. Survey data from 560 undergraduate nursing students at four Taiwanese universities were subjected to QFD analysis in order to identify the quality characteristics most highly valued by students, the elements of educational service they consider most important and least important, and relationships/discrepancies between student quality requirements and institutional service elements. Results show that students value traditional elements of nursing education - clinical practice and lectures - more highly than recent additions such as computer-aided instruction and multimedia teaching. Results also show that students are looking for quality primarily in the area of faculty characteristics. The implication is that institutions which provide nursing education should not neglect the importance of investing in faculty when they are seeking to upgrade the quality of their programs. Further QFD studies are recommended to evaluate the quality of nursing education from the perspective of preceptors and nurses who help to train students in clinical settings.

  19. Innovating undergraduate pathology education through public engagement.

    Science.gov (United States)

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

    2018-05-01

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

  20. Undergraduate Science Coursework: Teachers' Goal Statements and How Students Experience Research

    Science.gov (United States)

    Van der Rijst, Roeland M.; Visser-Wijnveen, Gerda J.; Verloop, Nico; Van Driel, Jan H.

    2013-01-01

    Understanding the relation between teachers' goal statements and students' experiences about the position of research in undergraduate coursework can give use insight into ways to integrate research and teaching and foster undergraduate research. In this study, we examined to what extent teachers' goal statements agreed with students' experiences…