WorldWideScience

Sample records for program include teaching

  1. An Investigation of Teaching and Learning Programs in Pharmacy Education.

    Science.gov (United States)

    Strang, Aimee F; Baia, Patricia

    2016-05-25

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

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

    Science.gov (United States)

    Slimmer, Lynda

    2012-01-01

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

  3. A Program to Teach Programming.

    Science.gov (United States)

    Fenichel, Robert R.; And Others

    1969-01-01

    The TEACH system was developed to provide inexpensive, effective, virtually instructorless instruction in programing. The TEACH system employed an interactive language, UNCL. Two full sections of the TEACH course were taught. The results of this experience suggested ways in which the research and development effort on the system should be…

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

    Science.gov (United States)

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

    2018-01-01

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

  5. Teaching geriatric fellows how to teach: a needs assessment targeting geriatrics fellowship program directors.

    Science.gov (United States)

    Rivera, Veronica; Yukawa, Michi; Aronson, Louise; Widera, Eric

    2014-12-01

    The entire healthcare workforce needs to be educated to better care for older adults. The purpose of this study was to determine whether fellows are being trained to teach, to assess the attitudes of fellowship directors toward training fellows to be teachers, and to understand how to facilitate this type of training for fellows. A nine-question survey adapted from a 2001 survey issued to residency program directors inquiring about residents-as-teachers curricula was developed and administered. The survey was issued electronically and sent out three times over a 6-week period. Of 144 ACGME-accredited geriatric fellowship directors from geriatric, internal medicine, and family medicine departments who were e-mailed the survey, 101 (70%) responded; 75% had an academic affiliation, 15% had a community affiliation, and 10% did not report. Academic and community programs required their fellows to teach, but just 55% of academic and 29% of community programs offered teaching skills instruction as part of their fellowship curriculum; 67% of academic programs and 79% of community programs felt that their fellows would benefit from more teaching skill instruction. Program directors listed fellow (39%) and faculty (46%) time constraints as obstacles to creation and implementation of a teaching curriculum. The majority of fellowship directors believe that it is important for geriatric fellows to become competent educators, but only approximately half of programs currently provide formal instruction in teaching skills. A reproducible, accessible curriculum on teaching to teach that includes a rigorous evaluation component should be created for geriatrics fellowship programs. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

  6. Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs

    Science.gov (United States)

    Lancaster, Jason W.; Stein, Susan M.; MacLean, Linda Garrelts; Van Amburgh, Jenny

    2014-01-01

    Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school. PMID:24954939

  7. Faculty development program models to advance teaching and learning within health science programs.

    Science.gov (United States)

    Lancaster, Jason W; Stein, Susan M; MacLean, Linda Garrelts; Van Amburgh, Jenny; Persky, Adam M

    2014-06-17

    Within health science programs there has been a call for more faculty development, particularly for teaching and learning. The primary objectives of this review were to describe the current landscape for faculty development programs for teaching and learning and make recommendations for the implementation of new faculty development programs. A thorough search of the pertinent health science databases was conducted, including the Education Resource Information Center (ERIC), MEDLINE, and EMBASE, and faculty development books and relevant information found were reviewed in order to provide recommendations for best practices. Faculty development for teaching and learning comes in a variety of forms, from individuals charged to initiate activities to committees and centers. Faculty development has been effective in improving faculty perceptions on the value of teaching, increasing motivation and enthusiasm for teaching, increasing knowledge and behaviors, and disseminating skills. Several models exist that can be implemented to support faculty teaching development. Institutions need to make informed decisions about which plan could be most successfully implemented in their college or school.

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

    Science.gov (United States)

    Lacasse, Miriam; Ratnapalan, Savithiri

    2009-09-01

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

  9. 7 CFR 3406.12 - Program application materials-teaching.

    Science.gov (United States)

    2010-01-01

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

  10. Teaching Object-Oriented Programming is more than teaching Object-Oriented Programming Languages

    DEFF Research Database (Denmark)

    Knudsen, Jørgen Lindskov; Madsen, Ole Lehrmann

    1988-01-01

    the research area gives additional insight into the research area and its underlying theoretical foundation. In this paper we will report on our approach to teaching programming languages as a whole and especially teaching object-oriented programming. The prime message to be told is that working from...... a theoretical foundation pays off. Without a theoretical foundation, the discussions are often centered around features of different languages. With a foundation, discussions may be conducted on solid pound. Furthermore, the students have significantly fewer difficulties in grasping the concrete programming...

  11. TEACHING CAD PROGRAMMING TO ARCHITECTURE STUDENTS

    Directory of Open Access Journals (Sweden)

    Maria Gabriela Caffarena CELANI

    2008-11-01

    Full Text Available The objective of this paper is to discuss the relevance of including the discipline of computer programming in the architectural curriculum. To do so I start by explaining how computer programming has been applied in other educational contexts with pedagogical success, describing Seymour Papert's principles. After that, I summarize the historical development of CAD and provide three historical examples of educational applications of computer programming in architecture, followed by a contemporary case that I find of particular relevance. Next, I propose a methodology for teaching programming for architects that aims at improving the quality of designs by making their concepts more explicit. This methodology is based on my own experience teaching computer programming for architecture students at undergraduate and graduate levels at the State University of Campinas, Brazil. The paper ends with a discussion about the role of programming nowadays, when most CAD software are user-friendly and do not require any knowledge of programming for improving performance. I conclude that the introduction of programming in the CAD curriculum within a proper conceptual framework may transform the concept of architectural education. Key-words: Computer programming; computer-aided design; architectural education.

  12. Twelve tips for teaching in a provincially distributed medical education program.

    Science.gov (United States)

    Wong, Roger Y; Chen, Luke; Dhadwal, Gurbir; Fok, Mark C; Harder, Ken; Huynh, Hanh; Lunge, Ryan; Mackenzie, Mark; Mckinney, James; Ovalle, William; Rauniyar, Pooja; Tse, Luke; Villanyi, Diane

    2012-01-01

    As distributed undergraduate and postgraduate medical education becomes more common, the challenges with the teaching and learning process also increase. To collaboratively engage front line teachers in improving teaching in a distributed medical program. We recently conducted a contest on teaching tips in a provincially distributed medical education program and received entries from faculty and resident teachers. Tips that are helpful for teaching around clinical cases at distributed teaching sites include: ask "what if" questions to maximize clinical teaching opportunities, try the 5-min short snapper, multitask to allow direct observation, create dedicated time for feedback, there are really no stupid questions, and work with heterogeneous group of learners. Tips that are helpful for multi-site classroom teaching include: promote teacher-learner connectivity, optimize the long distance working relationship, use the reality television show model to maximize retention and captivate learners, include less teaching content if possible, tell learners what you are teaching and make it relevant and turn on the technology tap to fill the knowledge gap. Overall, the above-mentioned tips offered by front line teachers can be helpful in distributed medical education.

  13. A Survey on Teaching and Learning Recursive Programming

    Science.gov (United States)

    Rinderknecht, Christian

    2014-01-01

    We survey the literature about the teaching and learning of recursive programming. After a short history of the advent of recursion in programming languages and its adoption by programmers, we present curricular approaches to recursion, including a review of textbooks and some programming methodology, as well as the functional and imperative…

  14. Teaching Adaptability of Object-Oriented Programming Language Curriculum

    Science.gov (United States)

    Zhu, Xiao-dong

    2012-01-01

    The evolution of object-oriented programming languages includes update of their own versions, update of development environments, and reform of new languages upon old languages. In this paper, the evolution analysis of object-oriented programming languages is presented in term of the characters and development. The notion of adaptive teaching upon…

  15. Using Scripting Languages to Teach Programming

    OpenAIRE

    Syropoulos, Apostolos; Stavrianos, Athanasios

    2014-01-01

    Nowadays, scripting programming languages like Python, Perl and Ruby are widely used in system programming, scientific computing, etc. Although solving a particular problem in these languages requires less time, less programming effort, and less concepts to be taught to achieve the desired goal, still they are not used as teaching tools. Therefore, the use of scripting languages as a teaching vehicle for programming course is very promising. On the other hand, GUI programming, when performed ...

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

    Science.gov (United States)

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

    2009-01-01

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

  17. Teaching Certificate Program Participants' Perceptions of Mentor-Mentee Relationships.

    Science.gov (United States)

    Sheehan, Amy Heck; Gonzalvo, Jasmine D; Ramsey, Darin C; Sprunger, Tracy L

    2016-04-25

    Objective. To assess teaching certificate program (TCP) participants' perceptions of mentor-mentee relationships. Methods. A 15-item survey instrument was administered to all 2014-2015 participants of the Indiana Pharmacy Teaching Certificate (IPTeC) program. Results. One hundred percent of IPTeC program participants (83/83) responded to the survey. The majority of participants indicated that having a professional mentor was either very important (52%) or important (47%) to their professional development and preferred to choose their own professional mentor (53%). Mentor characteristics rated as highly important by mentees included having similar clinical practice interests (82%), having similar research interests (66%), and being available to meet face-to-face (90%). Age, race, and gender of the mentor were not rated by mentees as important. Conclusion. Teaching certificate program participants place high importance on having a professional mentor. Mentorship of pharmacists completing TCPs should be a priority for current pharmacy faculty members so adequate guidance is available to future pharmacy educators.

  18. Near-peer education: a novel teaching program.

    Science.gov (United States)

    de Menezes, Sara; Premnath, Daphne

    2016-05-30

    This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.

  19. Design and Implementation of a Tool for Teaching Programming.

    Science.gov (United States)

    Goktepe, Mesut; And Others

    1989-01-01

    Discussion of the use of computers in education focuses on a graphics-based system for teaching the Pascal programing language for problem solving. Topics discussed include user interface; notification based systems; communication processes; object oriented programing; workstations; graphics architecture; and flowcharts. (18 references) (LRW)

  20. An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

    Science.gov (United States)

    Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

    2015-01-01

    The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring

  1. Pre-Service Music Teachers' Metaphorical Perceptions of the Concept of a Music Teaching Program

    Science.gov (United States)

    Kiliç, Deniz Beste Çevik

    2017-01-01

    This study was intended to reveal pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balikesir University's Education Faculty. The study data were collected by…

  2. Reflections on the Teaching of Programming

    DEFF Research Database (Denmark)

    general challenge of  teaching software engineering. The primary issues covered in this part are testing,  extreme programming, and frameworks. These are all issues that are typically covered  in later courses.  Part IV, the last part of the book, consists of two chapters addressing innovative  approaches...... in teaching programming, as well as a  substantial body of publications in the computer science education literature.  The authors are members of the Scandinavian Pedagogy of Programming Network,  and bring together a diverse body of experiences from the Nordic European countries.  The 14 chapters of the book......This state-of-the-art survey, reflecting on the teaching of programming, has been written by a group of primarily Scandinavian researchers and educators with special interest and experience in the subject of programming. The 14 chapters - contributed by 24 authors - present practical experience...

  3. Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

    Science.gov (United States)

    Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

    2005-01-01

    Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

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

    Science.gov (United States)

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

    2017-04-01

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

  5. Reflections on the Teaching of Programming

    DEFF Research Database (Denmark)

    -line tutorials, object-oriented programming and Java, the BlueJ environment to introduce programming, model-driven programming as opposed to the prevailing language-driven approach, teaching software engineering, testing, extreme programming, frameworks, feedback and assessment, active learning, technology.......  Part II consists of four chapters that specifically address issues related to  introductory courses on object-oriented programming ⎯the currently most prevailing  approach to introductory programming. The primary issues covered are transitioning  to object-oriented programming and Java, the use...... general challenge of  teaching software engineering. The primary issues covered in this part are testing,  extreme programming, and frameworks. These are all issues that are typically covered  in later courses.  Part IV, the last part of the book, consists of two chapters addressing innovative  approaches...

  6. Teaching Machines and Programmed Instruction; an Introduction.

    Science.gov (United States)

    Fry, Edward B.

    Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

  7. Teaching Machines, Programming, Computers, and Instructional Technology: The Roots of Performance Technology.

    Science.gov (United States)

    Deutsch, William

    1992-01-01

    Reviews the history of the development of the field of performance technology. Highlights include early teaching machines, instructional technology, learning theory, programed instruction, the systems approach, needs assessment, branching versus linear program formats, programing languages, and computer-assisted instruction. (LRW)

  8. Teaching and Assessing Professionalism in Ophthalmology Residency Training Programs

    NARCIS (Netherlands)

    Lee, Andrew G.; Beaver, Hilary A.; Boldt, H. Culver; Olson, Richard; Oetting, Thomas A.; Abramoff, Michael; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) has mandated that all residency training programs teach and assess new competencies including professionalism. This article reviews the literature on medical professionalism, describes good practices gleaned from published works, and

  9. PROGRAMMING IS GOOD FOR CHILDREN? A CRITICAL VIEW ABOUT TEACHING PROGRAMMING IN SCHOOLS

    Directory of Open Access Journals (Sweden)

    Wendell Bento Geraldes

    2014-12-01

    Full Text Available This article presents reflections on teaching programming in schools and the positive and negative impact of this new methodology today. The study also discusses the initiatives relating to teaching programming in schools, considering also the opinion of experts on the subject. The following questions are addressed: Is it good for children to learn to program computers in schools? Can all people learn to program computers? What is the importance of learning for today's society? The pros and cons regarding teaching programming in schools will be discussed in search of answers to these questions.

  10. Teaching and Assessing Systems-based Competency in Ophthalmology Residency Training Programs

    NARCIS (Netherlands)

    Lee, Andrew G.; Beaver, Hilary A.; Greenlee, Emily; Oetting, Thomas A.; Boldt, H. Culver; Olson, Richard; Abramoff, Michael; Carter, Keith

    2007-01-01

    The Accreditation Council for Graduate Medical Education (ACGME) has mandated that residency programs, including ophthalmology, teach and assess specific competencies, including systems-based learning. We review the pertinent literature on systems-based learning for ophthalmology and recommend

  11. Improving the Teaching Skills of Residents in a Surgical Training Program: Results of the Pilot Year of a Curricular Initiative in an Ophthalmology Residency Program.

    Science.gov (United States)

    Chee, Yewlin E; Newman, Lori R; Loewenstein, John I; Kloek, Carolyn E

    2015-01-01

    To design and implement a teaching skills curriculum that addressed the needs of an ophthalmology residency training program, to assess the effect of the curriculum, and to present important lessons learned. A teaching skills curriculum was designed for the Harvard Medical School (HMS) Residency Training Program in Ophthalmology. Results of a needs assessment survey were used to guide curriculum objectives. Overall, 3 teaching workshops were conducted between October 2012 and March 2013 that addressed areas of need, including procedural teaching. A postcurriculum survey was used to assess the effect of the curriculum. Massachusetts Eye and Ear Infirmary, a tertiary care institution in Boston, MA. Overall, 24 residents in the HMS Residency Training Program in Ophthalmology were included. The needs assessment survey demonstrated that although most residents anticipated that teaching would be important in their future career, only one-third had prior formal training in teaching. All residents reported they found the teaching workshops to be either very or extremely useful. All residents reported they would like further training in teaching, with most residents requesting additional training in best procedural teaching practices for future sessions. The pilot year of the resident-as-teacher curriculum for the HMS Residency Training Program in Ophthalmology demonstrated a need for this curriculum and was perceived as beneficial by the residents, who reported increased comfort in their teaching skills after attending the workshops. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  12. Python for teaching introductory programming: A quantitative evaluation

    OpenAIRE

    Jayal, A; Lauria, S; Tucker, A; Swift, S

    2011-01-01

    This paper compares two different approaches of teaching introductory programming by quantitatively analysing the student assessments in a real classroom. The first approach is to emphasise the principles of object-oriented programming and design using Java from the very beginning. The second approach is to first teach the basic programming concepts (loops, branch, and use of libraries) using Python and then move on to oriented programming using Java. Each approach was adopted for one academi...

  13. How Do Masters of Public Health Programs Teach Monitoring and Evaluation?

    Directory of Open Access Journals (Sweden)

    Himanshu Negandhi

    2017-06-01

    Full Text Available IntroductionThe health systems in developing countries face challenges because of deficient monitoring and evaluation (M&E capacity with respect to their knowledge, skills, and practices. Strengthening M&E training in public health education can help overcome the gaps in M&E capacity. There is a need to advance the teaching of M&E as a core element of public health education.ObjectivesTo review M&E teaching across Masters of Public Health programs and to identify core competencies for M&E teaching in South Asian context.Materials and methodsWe undertook two activities to understand the M&E teaching across masters level programs: (1 desk review of M&E curriculum and teaching in masters programs globally and (2 review of M&E teaching across 10 institutions representing 4 South Asian countries. Subsequently, we used the findings of these two activities as inputs to identify core competencies for an M&E module through a consultative meeting with the 10 South Asian universities.ResultsMasters programs are being offered globally in 321 universities of which 88 offered a Masters in Public Health, and M&E was taught in 95 universities. M&E was taught as a part of another module in 49 institutions. The most common duration of M&E teaching was 4–5 weeks. From the 70 institutes where information on electives was available, M&E was a core module/part of a core module at 42 universities and an elective at 28 universities. The consultative meeting identified 10 core competencies and draft learning objectives for M&E teaching in masters programs in South Asia.ConclusionThe desk review showed similarities in M&E course content but variations in course structure and delivery. The core competencies identified during the consultation included basic M&E concepts. The results of the review and the core competencies identified at the consultation are useful resources for institutions interested in refining/updating M&E curricula in their postgraduate degree

  14. Training of Trainers (ToT) Program in Team Teaching

    Science.gov (United States)

    Febrianti, Werry; Wiryanto, Leo Hari

    2018-01-01

    The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

  15. TEACHING OBJECT ORIENTED PROGRAMMING AT THE INTRODUCTORY LEVEL

    OpenAIRE

    OKUR , Prof.Dr. Mehmet C.

    2006-01-01

    Teaching object oriented programming has become a rapidly expanding preference at various educational environments. However, teachers usually experience problems when introducing object oriented concepts and programming to beginners. How to teach the fundamentals of object oriented programming at an introductory level course is still a common subject for debate. In this paper, an evaluation of these problems is presented and some possible approaches for improving the quality and success of su...

  16. ICT- The Educational Programs in Teaching Mathematics

    Directory of Open Access Journals (Sweden)

    Dance Sivakova

    2017-08-01

    Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

  17. Computer-Aided Authoring of Programmed Instruction for Teaching Symbol Recognition. Final Report.

    Science.gov (United States)

    Braby, Richard; And Others

    This description of AUTHOR, a computer program for the automated authoring of programmed texts designed to teach symbol recognition, includes discussions of the learning strategies incorporated in the design of the instructional materials, hardware description and the algorithm for the software, and current and future developments. Appendices…

  18. Pair Programming as a Modern Method of Teaching Computer Science

    Directory of Open Access Journals (Sweden)

    Irena Nančovska Šerbec

    2008-10-01

    Full Text Available At the Faculty of Education, University of Ljubljana we educate future computer science teachers. Beside didactical, pedagogical, mathematical and other interdisciplinary knowledge, students gain knowledge and skills of programming that are crucial for computer science teachers. For all courses, the main emphasis is the absorption of professional competences, related to the teaching profession and the programming profile. The latter are selected according to the well-known document, the ACM Computing Curricula. The professional knowledge is therefore associated and combined with the teaching knowledge and skills. In the paper we present how to achieve competences related to programming by using different didactical models (semiotic ladder, cognitive objectives taxonomy, problem solving and modern teaching method “pair programming”. Pair programming differs from standard methods (individual work, seminars, projects etc.. It belongs to the extreme programming as a discipline of software development and is known to have positive effects on teaching first programming language. We have experimentally observed pair programming in the introductory programming course. The paper presents and analyzes the results of using this method: the aspects of satisfaction during programming and the level of gained knowledge. The results are in general positive and demonstrate the promising usage of this teaching method.

  19. TEACHING ALGORITHMIZATION AND PROGRAMMING USING PYTHON LANGUAGE

    Directory of Open Access Journals (Sweden)

    M. Lvov

    2014-07-01

    Full Text Available The article describes requirements to educational programming languages and considers the use of Python as the first programming language. The issues of introduction of this programming language into teaching and replacing Pascal by Python are examined. The advantages of such approach are regarded. The comparison of popular programming languages is represented from the point of view of their convenience of use for teaching algorithmization and programming. Python supports lots of programming paradigms: structural, object-oriented, functional, imperative and aspect-oriented, and learning can be started without any preparation. There is one more advantage of the language: all algorithms are written easily and structurally in Python. Therefore, due to all mentioned above, it is possible to affirm that Python pretends to become a decent replacement for educational programming language PASCAL both at schools and on the first courses of higher education establishments.

  20. 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…

  1. Drug-food interaction counseling programs in teaching hospitals.

    Science.gov (United States)

    Wix, A R; Doering, P L; Hatton, R C

    1992-04-01

    The results of a survey to characterize drug-food interaction counseling programs in teaching hospitals and solicit opinions on these programs from pharmacists and dietitians are reported. A questionnaire was mailed to the pharmacy director and the director of dietary services at teaching hospitals nationwide. The questionnaire contained 33 questions relating to hospital characteristics, drug-food interaction counseling programs, and the standard calling for such programs issued by the Joint Commission on Accreditation of Healthcare Organizations. Of 792 questionnaires mailed, 425 were returned (response rate, 53.7). A majority of the pharmacists and dietitians (51.2%) did not consider their drug-food interaction counseling program to be formal; some had no program. The pharmacy department was involved more in program development than in the daily operation of such programs. The most frequent methods of identifying patients for counseling were using lists of patients' drugs and using physicians' orders. A mean of only five drugs were targeted per program. Slightly over half the respondents rated the Joint Commission standard less effective than other standards in its ability to improve patient care. A majority of teaching hospitals did not have formal drug-food interaction counseling programs. Pharmacists and dietitians did not view these programs as greatly beneficial and did not believe that the Joint Commission has clearly delineated the requirements for meeting its standard.

  2. The impact of teaching development programs

    DEFF Research Database (Denmark)

    Rump, Camilla Østerberg; Christiansen, Frederik V; Trigwell, Keith

    ), and the development of teachers’ self-efficacy beliefs with respect to teaching (as measured by a modified version of the Science Teaching Efficacy Belief Instrument). We find significant improvements with respect to both of these dimensions in several recent courses. No significant changes are found with respect...... to the Information Transfer Teacher Focus of the ATI or the outcome expectancy beliefs of STEBI. The paper discusses which elements of our course design we think are conducive for the development of teacher self-efficacy beliefs and conceptual change student focus respectively, and presents a model for relating......University teaching development programs for academic staff typically have a range of different educational goals, ranging from gaining basic proficiency in teaching to the more fundamental goal of changing teachers’ conception of teaching towards student focused conceptions. In the current paper...

  3. Teaching Residents to Teach: Do Program Directors and Trainees Agree on Format and Content?

    Directory of Open Access Journals (Sweden)

    Miriam Lacasse

    2010-03-01

    Methods: This needs assessment was an observational study with a cross-sectional design. Online or printed questionnaires were used to assess the preferred format and content for this curriculum among MS, residents from most postgraduate medical training programs, and PD from Faculté de médecine de l’Université Laval. Results: The questionnaires were completed by 26 PD (response rate 72.2%, 146 residents (response rate 21.9% and 154 MS (response rate 15.7%. Among the list of potential subjects that could be included in the curriculum, Learning styles, Working with students in difficulty and Self-directed learning were scored high by both residents and PD. MS favored Learning styles, Teaching in the ambulatory care setting, Teaching health promotion and prevention, Teaching with time constraints and Direct supervision strategies. PD also favored Teaching conflict management and Teaching professionalism, however these were both among the residents’ lower scores. The preferred formats were One half-day, One day and Online learning for PD and One day, Two consecutive days and A few one-day sessions over several months for residents. Conclusion: The PD and MS perception of the optimal format and content for residents’ teaching-skills training showed some discrepancies when compared with residents’ preferences. Since PD are largely involved in curriculum development for their respective specialties and since MS are also well positioned to assess residents’ teaching performance, we suggest that PD, residents and MS should all be consulted locally before organizing any intervention for teaching curricula.

  4. FM POD: an evidence-based blended teaching skills program for rural preceptors.

    Science.gov (United States)

    Delver, Hilary; Jackson, Wesley; Lee, Sonya; Palacios, Mone

    2014-05-01

    The University of Calgary's Rural Integrated Community Clerkship anchors final-year medical student education in 9 months of family medicine. The purpose of this pilot study was to evaluate the Family Medicine Preceptor Online Development (FM POD) program, designed to meet the faculty development needs of rural preceptors facing challenges of geographical distribution and time constraints. The theoretically based program used a blended learning approach, beginning with a face-to-face workshop to strengthen participants' social presence during online interactions to follow. Asynchronous narrated presentations supplied foundational knowledge prior to facilitated synchronous web conferences, where participants shared experiences and co-constructed new knowledge. The program was evaluated using mixed methods, including surveys and focus group discussion. Evaluation tools generated data with high internal consistency reliability; focus group information substantiated and enriched the quantitative survey data. Participants enjoyed collaborating with colleagues and rated their learning experiences highly, reporting meaningful and statistically significant increases in mean comfort with all the precepting skills taught: giving effective feedback, using questions to teach, teaching communications skills, helping learners in difficulty, and making teaching time-efficient. All effect sizes were large. Increased comfort with distance learning technologies was a positive consequence. Results support the applicability of principles of social constructivism, experiential learning, and reflective learning in these participants. The program was highly rated and effectively increased participants' comfort with teaching skills, offering practical off-the-peg modular faculty development in basic teaching skills for distributed faculty. Participants appreciated the flexible delivery format, which course developers found readily adaptable for additional topics.

  5. Does Teaching Experience Matter? Examining Biology Teachers' Prior Knowledge for Teaching in an Alternative Certification Program

    Science.gov (United States)

    Friedrichsen, Patricia J.; Abell, Sandra K.; Pareja, Enrique M.; Brown, Patrick L.; Lankford, Deanna M.; Volkmann, Mark J.

    2009-01-01

    Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those…

  6. Teaching CS1 with Python GUI Game Programming

    Science.gov (United States)

    Wang, Hong

    2010-06-01

    Python is becoming a popular programming language in teaching freshman programming courses. The author designed a sequence of game programming labs using Pygame to further help engage students and to improve their programming skills. The class survey showed that the adoption of Pygame is successful.

  7. A Debate over the Teaching of a Legacy Programming Language in an Information Technology (IT) Program

    Science.gov (United States)

    Ali, Azad; Smith, David

    2014-01-01

    This paper presents a debate between two faculty members regarding the teaching of the legacy programming course (COBOL) in a Computer Science (CS) program. Among the two faculty members, one calls for the continuation of teaching this language and the other calls for replacing it with another modern language. Although CS programs are notorious…

  8. Teaching Game Programming using Video Tutorials

    DEFF Research Database (Denmark)

    Majgaard, Gunver

    . & Squire K. (2004). Design-Based Research: Putting a Stake in the Ground. Journal of Learning Sciences Vol. 13-1. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge: Cambridge Univ. Majgaard, G. (2014). Teaching Design of Emerging Embodied Technologies......Background. What are the learning potentials of using online video tutorials as educational tools in game programming of Mixed Reality? The paper reports on the first experiences of teaching third semester engineering students design of Mixed Reality using online step-by-step programming video...... production makes video tutorials a promising alternative to paper tutorials. Software and game engine companies such as Unity has already switched to video and other online materials as the primary medium for their tutorials. It is often hard to find up to date thoroughly worked through textbooks on new...

  9. How to design and deliver a local teaching program

    OpenAIRE

    Limb, Christopher; Whitehurst, Katharine; Gundogan, Buket; Koshy, Kiron; Agha, Riaz

    2017-01-01

    Teaching is an invaluable aspect of any medical or surgical career. Many trainees will find themselves delivering teaching at several stages in their career and in this “How to” article we explain how to design, set up, and deliver a successful teaching program, as well as how to evidence this in your portfolio.

  10. The Course Research for the Software Program Based on the Constructivism Teaching Theories

    Science.gov (United States)

    Zhang, Quanyou; Kou, Qiongjie

    The theory of constructivism teaching emphasizes that: firstly, the center of teaching should be students; secondly, teaching should cultivate the student's character of autonomy and cooperation. The constructivism teaching gets rid of some disadvantage in the traditional teaching. Through using constructivism teaching theories to instruct programming course, it can liven up the lesson mood and cultivate the independent study; improve the team spirit and the ability of programming software for students.

  11. Evaluation of radiological teaching programs in the Internet

    International Nuclear Information System (INIS)

    Seitz, J.; Schubert, S.; Voelk, M.; Scheibl, K.; Paetzel, C.; Schreyer, A.; Djavidani, B.; Feuerbach, S.; Strotzer, M.

    2003-01-01

    Evaluation of web based training programs,which can be contacted from the homepages of radiological departments of German universities.Material and method From june 2000 to january 2002 the 75 web based training programs of 57 providers,which can be contacted from the web pages of the radiological departments of german universities were evaluated in a prospective study.A medical student experienced in using the world wide web examined each training program three times in an interval of six months using the following criteria: availability of the web sites,target group,kind of training program,contents and structure and the technical solution. 51 of the 57 the homepages were fully available at each visit. 64 of the 75 web based training programs which could be connected from these sites were available at all three visitis.One program was only partially available at one spot check. 8 of the 75 programs were designed for physicians and medically trained personal, 23 were made for medical students and 44 addressed both target groups (partially more than once mentioned).The number of the presented cases ranged between one single and 3700. In 31 of 75 training programs links to other teaching files were found.A complete presentation of cases was presented by 48 of the 75 web sites.5 of the 75 web sites offered physiological images for comparison. In 20 training programs the pathological changes were optically marked in the x-ray images.A logical and didactical structure was found in 24 teaching files, 14 gave the possibility to check the learning results.No provider made use of the possibility to pass credits to the students or physicians acount with regard to official training programs. Multimedia techniques were used in 15 training programs.43 sites used data reduced preview images (thumbnails).The latest update of the site is mentioned in 55 of the 75 web sites. 19 of 57 providers had either no possibility of contact or did not answer to an e-mail. From the homepages

  12. Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

    Science.gov (United States)

    Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

    2014-08-01

    Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  13. The role of librarians in teaching evidence-based medicine to pediatric residents: a survey of pediatric residency program directors.

    Science.gov (United States)

    Boykan, Rachel; Jacobson, Robert M

    2017-10-01

    The research sought to identify the general use of medical librarians in pediatric residency training, to define the role of medical librarians in teaching evidence-based medicine (EBM) to pediatric residents, and to describe strategies and curricula for teaching EBM used in pediatric residency training programs. We sent a 13-question web-based survey through the Association of Pediatric Program Directors to 200 pediatric residency program directors between August and December 2015. A total of 91 (46%) pediatric residency program directors responded. Most (76%) programs had formal EBM curricula, and more than 75% of curricula addressed question formation, searching, assessment of validity, generalizability, quantitative importance, statistical significance, and applicability. The venues for teaching EBM that program directors perceived to be most effective included journal clubs (84%), conferences (44%), and morning report (36%). While 80% of programs utilized medical librarians, most of these librarians assisted with scholarly or research projects (74%), addressed clinical questions (62%), and taught on any topic not necessarily EBM (58%). Only 17% of program directors stated that librarians were involved in teaching EBM on a regular basis. The use of a librarian was not associated with having an EBM curriculum but was significantly associated with the size of the program. Smaller programs were more likely to utilize librarians (100%) than were medium (71%) or large programs (75%). While most pediatric residency programs have an EBM curriculum and engage medical librarians in various ways, librarians' expertise in teaching EBM is underutilized. Programs should work to better integrate librarians' expertise, both in the didactic and clinical teaching of EBM.

  14. The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching?

    OpenAIRE

    Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia

    2016-01-01

    The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of s...

  15. Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

    Science.gov (United States)

    Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

    2015-01-01

    Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of

  16. Evaluation of a class wide teaching program for developing preschool life skills.

    Science.gov (United States)

    Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

    2007-01-01

    Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

  17. Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses

    Directory of Open Access Journals (Sweden)

    Alvin Prasad

    2015-08-01

    Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.

  18. A program wide framework for evaluating data driven teaching and learning - earth analytics approaches, results and lessons learned

    Science.gov (United States)

    Wasser, L. A.; Gold, A. U.

    2017-12-01

    There is a deluge of earth systems data available to address cutting edge science problems yet specific skills are required to work with these data. The Earth analytics education program, a core component of Earth Lab at the University of Colorado - Boulder - is building a data intensive program that provides training in realms including 1) interdisciplinary communication and collaboration 2) earth science domain knowledge including geospatial science and remote sensing and 3) reproducible, open science workflows ("earth analytics"). The earth analytics program includes an undergraduate internship, undergraduate and graduate level courses and a professional certificate / degree program. All programs share the goals of preparing a STEM workforce for successful earth analytics driven careers. We are developing an program-wide evaluation framework that assesses the effectiveness of data intensive instruction combined with domain science learning to better understand and improve data-intensive teaching approaches using blends of online, in situ, asynchronous and synchronous learning. We are using targeted online search engine optimization (SEO) to increase visibility and in turn program reach. Finally our design targets longitudinal program impacts on participant career tracts over time.. Here we present results from evaluation of both an interdisciplinary undergrad / graduate level earth analytics course and and undergraduate internship. Early results suggest that a blended approach to learning and teaching that includes both synchronous in-person teaching and active classroom hands-on learning combined with asynchronous learning in the form of online materials lead to student success. Further we will present our model for longitudinal tracking of participant's career focus overtime to better understand long-term program impacts. We also demonstrate the impact of SEO optimization on online content reach and program visibility.

  19. Using Programming Environments in Teaching GIS Concepts

    Directory of Open Access Journals (Sweden)

    Imre Bornemisza

    2009-03-01

    Full Text Available When teaching Geographical Information Systems (GIS it is important to explain the theoretical elements, but it is also necessary to illustrate the basic functions with examples. To help students it is advisable to separate the teaching of fundamentals from the practical application of complex GIS software. A simple programming language like Logo creates opportunities for acquiring knowledge in an easy way. The development of a program makes it possible tounderstand the most important categories. If the program contains query functions as well, students can learn more about problem solution methods.This paper also demonstrates the power of the Logo family of languages which is delivered by different implementations. Elica Logo is used to build simple GIS tools that provide a very widerange of educational problems and lead to numerous ideas for further explorations. The nice intuitive 3D interface is an attractive approach to gain and retain student’s engagement in thelearning process.

  20. USING THE GOOGLE APP ENGINE PLATFORM FOR TEACHING PROGRAMMING

    Directory of Open Access Journals (Sweden)

    Mariusz Dzieńkowski

    2012-12-01

    Full Text Available The article outlines the present situation connected with teaching programming to students of different levels of education in Polish schools. The observed negative trend towards marginalization of programming can be successfully reversed in education thanks to using the latest IT achievements such as cloud computing (CC. The paper presents ways in which the cloud computing technology can be used to teach how to develop and code Internet applications by means of the Google App Engine platform. The final part focuses on practical examples of programming problems involving cloud computing applications which may be solved in IT classes with students of different levels of education.

  1. A spirituality teaching program for depression: qualitative findings on cognitive and emotional change.

    Science.gov (United States)

    Moritz, Sabine; Kelly, Mary T; Xu, Tracy J; Toews, John; Rickhi, Badri

    2011-08-01

    This study was conducted with participants from a trial evaluating an 8-week spirituality teaching program to treat unipolar major depression. The objectives of this study were to understand the nature of the observed mood following participation in the spirituality based intervention. This study used the methods of a naturalistic inquiry. A total of 15 interviewees were purposefully sampled from the trial population. The intervention consisted of audio CDs for home-based use that delivered lectures and stories about spirituality, suggested behavioural applications and included relaxation practices. In-depth, semi-structured interviews were conducted with each participant 6 months post program completion. Interviews were audio recorded and transcribed verbatim. The data were coded for patterns of substantive core meaning in terms of the participants' subjective and behavioural experiences of the program materials. Participants described an expanded spiritual awareness, characterized by a sense of connection with self, others, the world and universal energy. The primary influences participants reported occurred as a result of practicing forgiveness, compassion, gratitude and acceptance in their daily lives and included reduced negative thinking patterns, being less judgmental, reduced ego-centricity, and improved self-esteem. Concurrent with these shifts, participants experienced an improved mood characterized by reduced anxiety and/or depression, mental clarity, calmness and improved relationships. Findings suggest that the spirituality teaching program impacts depression by expanding spiritual beliefs and shifting perspectives of life situations, oneself and others. Spiritual teachings and practices could be an innovative and valuable adjunct intervention to treat depression. Copyright © 2011 Elsevier Ltd. All rights reserved.

  2. TEACHING MACHINES AND PROGRAMED LEARNING, A SURVEY OF THE INDUSTRY, 1962.

    Science.gov (United States)

    FINN, JAMES D.; AND OTHERS

    THIS PAPER REPORTS THE DEVELOPMENT OF THE TEACHING MACHINES AND PROGRAMED INSTRUCTION INDUSTRY THROUGH 1961. THIS EFFORT IS AN OUTGROWTH OF TWO LARGER SURVEYS--ONE ON MATERIALS OF INSTRUCTION, THE OTHER ON HARDWARE OR DEVICES. A CATALOG AND A STATUS REPORT ARE GIVEN FOR AVAILABLE TEACHING MACHINES, PROGRAMS, AND MANUFACTURERS. (GD)

  3. Including subjectivity in the teaching of Psychopathology

    Directory of Open Access Journals (Sweden)

    Octavio Domont de Serpa Junior

    2007-01-01

    Full Text Available Current psychopathology studies have often been presented in their descriptive dimension. This perspective is important for teaching because it helps the students to recognize and identify the symptomatology of each psychopathology case. However, subjectivity, the experience of suffering and interpersonal aspects are all lost in this perspective. Coming from another psychopathology tradition - existential anthropology - this paper presents practical psychopathology teaching experience which considers such dimensions as being relevant to the understanding of mental suffering. The features and limitations of such traditions are briefly reviewed to support this teaching experience. Two new modalities of practical teaching, used in the discipline of "Special Psychopathology I" offered by the Department of Psychiatry and Forensic Medicine at the medical school of the Federal University of Rio de Janeiro for students of psychology, will be presented according to descriptive case study methodology. With these activities we also expect to change the practice of teaching. Traditionally, interviewing of in-patients by a large group of students who observe passively what is happening is the center of this kind of education. We intend to develop a model of teaching which is closer to the proposal of the Brazilian Psychiatric Reform which views mental illness as a complex phenomenon, always involving the relationship that the subject establishes with the world.

  4. In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

    Directory of Open Access Journals (Sweden)

    Siti Nurul Azkiyah

    2017-12-01

    Full Text Available This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students’ perceptions of the teaching quality of their teacher (student teachers and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes.

  5. Student Perceptions of Instructional Tools in Programming Logic: A Comparison of Traditional versus Alice Teaching Environments

    Science.gov (United States)

    Schultz, Leah

    2011-01-01

    This research investigates the implementation of the programming language Alice to teach computer programming logic to computer information systems students. Alice has been implemented in other university settings and has been reported to have many benefits including object-oriented concepts and an engaging and fun learning environment. In this…

  6. Teaching MBA Students Teamwork and Team Leadership Skills: An Empirical Evaluation of a Classroom Educational Program

    Science.gov (United States)

    Hobson, Charles J.; Strupeck, David; Griffin, Andrea; Szostek, Jana; Rominger, Anna S.

    2014-01-01

    A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning…

  7. Sprint's Social Media Ninja Program: A Model for Teaching Consumer Relations

    Science.gov (United States)

    Gilliland, Rebecca A.

    2017-01-01

    This study reviews the application of a new training model, Sprint's Social Media Ninja program, an innovative approach to using new media to initiate change. Sprint recognized change management must occur from employee ambassadors to relevant audiences including consumers and other employees. By teaching volunteer employees the strategic message…

  8. Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and its Effectiveness on their Teaching Practices

    Science.gov (United States)

    Al-Balushi, Sulaiman M.; Al-Abdali, Nasser S.

    2015-08-01

    This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the Community of Inquiry framework, which consists of three main elements: cognitive presence, teaching presence and social presence. Nineteen science teachers in Oman engaged in the training, which lasted for 36 working days. To measure the effectiveness of the training program on science teachers' instructional practices related to teaching for creativity, we used a pre-post one-group quasi-experimental design. An observation form was used to assess and document participants' practices. Paired t test results showed that there was a statistically significant improvement in science teachers' practices related to teaching for creativity. During the implementation of the training program, we observed that cognitive presence and teaching presence were the two most successful elements of the program. The training program involved participants in different instructional activities which were designed to help them understand the role of creativity in science; a wide range of instructional techniques designed to nurture students' creativity was discussed. The program also provided participants with opportunities to relate their practices to teaching for creativity and to design and implement lesson plans geared toward teaching for creativity. However, the social presence element was not satisfying. Participants' virtual interactions with each other and their engagement in online discussion forums were limited. This paper provides some recommendations to overcome such pitfalls.

  9. Systematic Literature Review Protocol: Teaching Novices Programming Using Robots

    Science.gov (United States)

    Major, Louis

    2010-01-01

    Teaching computer programming to novices is a difficult task due to the complex nature of the subject, as negative stereotypes are associated with programming and because introductory programming courses often fail to encourage student understanding. This Protocol outlines the plan that is to be followed in order to investigate the effectiveness…

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

    Science.gov (United States)

    Taylor, Terri

    2009-05-01

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

  11. Dynamic Learning Objects to Teach Java Programming Language

    Science.gov (United States)

    Narasimhamurthy, Uma; Al Shawkani, Khuloud

    2010-01-01

    This article describes a model for teaching Java Programming Language through Dynamic Learning Objects. The design of the learning objects was based on effective learning design principles to help students learn the complex topic of Java Programming. Visualization was also used to facilitate the learning of the concepts. (Contains 1 figure and 2…

  12. Teaching and Learning Logic Programming in Virtual Worlds Using Interactive Microworld Representations

    Science.gov (United States)

    Vosinakis, Spyros; Anastassakis, George; Koutsabasis, Panayiotis

    2018-01-01

    Logic Programming (LP) follows the declarative programming paradigm, which novice students often find hard to grasp. The limited availability of visual teaching aids for LP can lead to low motivation for learning. In this paper, we present a platform for teaching and learning Prolog in Virtual Worlds, which enables the visual interpretation and…

  13. Implementing the "Teaching Students To Be Peacemakers Program"

    Science.gov (United States)

    Johnson, David W.; Johnson, Roger T.

    2004-01-01

    The Teaching Students To Be Peacemakers Program trains every student in a school in the competencies they need to (a) resolve conflicts constructively and (b) make their schools safe places in which to learn. The program is directly based on the theory and research on constructive conflict resolution. More than 16 studies in 2 different countries…

  14. Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

    Science.gov (United States)

    Thota, Neena; Whitfield, Richard

    2010-01-01

    This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

  15. The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching.

    Science.gov (United States)

    Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia

    2016-12-01

    The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

  16. Institutional capacity for health systems research in East and Central Africa schools of public health: enhancing capacity to design and implement teaching programs

    Science.gov (United States)

    2014-01-01

    Background The role of health systems research (HSR) in informing and guiding national programs and policies has been increasingly recognized. Yet, many universities in sub-Saharan African countries have relatively limited capacity to teach HSR. Seven schools of public health (SPHs) in East and Central Africa undertook an HSR institutional capacity assessment, which included a review of current HSR teaching programs. This study determines the extent to which SPHs are engaged in teaching HSR-relevant courses and assessing their capacities to effectively design and implement HSR curricula whose graduates are equipped to address HSR needs while helping to strengthen public health policy. Methods This study used a cross-sectional study design employing both quantitative and qualitative approaches. An organizational profile tool was administered to senior staff across the seven SPHs to assess existing teaching programs. A self-assessment tool included nine questions relevant to teaching capacity for HSR curricula. The analysis triangulates the data, with reflections on the responses from within and across the seven SPHs. Proportions and average of values from the Likert scale are compared to determine strengths and weaknesses, while themes relevant to the objectives are identified and clustered to elicit in-depth interpretation. Results None of the SPHs offer an HSR-specific degree program; however, all seven offer courses in the Master of Public Health (MPH) degree that are relevant to HSR. The general MPH curricula partially embrace principles of competency-based education. Different strengths in curricula design and staff interest in HSR at each SPH were exhibited but a number of common constraints were identified, including out-of-date curricula, face-to-face delivery approaches, inadequate staff competencies, and limited access to materials. Opportunities to align health system priorities to teaching programs include existing networks. Conclusions Each SPH has key

  17. Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program

    Science.gov (United States)

    Vasconcelos, Clara

    2012-04-01

    If our chosen aim in science education is to be inclusive and to improve students' learning achievements, then we must identify teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo 2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice. Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program.

  18. 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…

  19. Lessons Learned from Teaching Scratch as an Introduction to Object-Oriented Programming in Delphi

    Science.gov (United States)

    van Zyl, Sukie; Mentz, Elsa; Havenga, Marietjie

    2016-01-01

    As part of curriculum changes in South Africa, an introductory programming language, Scratch, must first be taught before switching to the well-established teaching of Delphi. The nature of programming in Scratch is considerably different from that in Delphi. It was assumed that the teaching of Scratch as introductory programming language could…

  20. How Do US Pediatric Residency Programs Teach and Evaluate Community Pediatrics and Advocacy Training?

    Science.gov (United States)

    Lichtenstein, Cara; Hoffman, Benjamin D; Moon, Rachel Y

    2017-07-01

    In 2013, the Accreditation Council for Graduate Medical Education updated requirements for training in community pediatrics and advocacy in pediatric residency programs. In light of this update, the aim of this study was to better understand how community pediatrics is being taught and evaluated in pediatric residency programs in the United States. Cross-sectional exploratory study using a Web-based survey of pediatric residency program directors in September 2014. Questions focused on teaching and evaluation of 10 community pediatrics competencies. Of 85 programs (43% response rate), 30% offered a separate training track and/or 6-block individualized curriculum in community pediatrics or advocacy. More than 75% required all residents to learn 7 of 10 competencies queried. Respondents in urban settings were more likely to teach care of special populations (P = .02) and public speaking (P pediatrics and advocacy teaching among responding US pediatric residency programs. Although respondents reported a variety of teaching and evaluation methods, there were few statistically significant differences between programs. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  1. Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

    Science.gov (United States)

    Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

    2004-12-01

    The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the

  2. Team teaching fire prevention program: evaluation of an education technique

    Science.gov (United States)

    Frank L. Ryan; Frank H. Gladen; William S. Folkman

    1978-01-01

    The California Department of Forestry's Team Teaching Fire Prevention Program consists of small-group discussions, slides or films, and a visit by Smokey Bear to school classrooms. In a survey, teachers and principals who had experienced the program responded favorably to it. The conduct by team members also received approval. The limited criticisms of the Program...

  3. Integrated neuroscience program: an alternative approach to teaching neurosciences to chiropractic students.

    Science.gov (United States)

    He, Xiaohua; La Rose, James; Zhang, Niu

    2009-01-01

    Most chiropractic colleges do not offer independent neuroscience courses because of an already crowded curriculum. The Palmer College of Chiropractic Florida has developed and implemented an integrated neuroscience program that incorporates neurosciences into different courses. The goals of the program have been to bring neurosciences to students, excite students about the interrelationship of neuroscience and chiropractic, improve students' understanding of neuroscience, and help the students understand the mechanisms underpinning the chiropractic practice. This study provides a descriptive analysis on how the integrated neuroscience program is taught via students' attitudes toward neuroscience and the comparison of students' perceptions of neuroscience content knowledge at different points in the program. A questionnaire consisting of 58 questions regarding the neuroscience courses was conducted among 339 students. The questionnaire was developed by faculty members who were involved in teaching neuroscience and administered in the classroom by faculty members who were not involved in the study. Student perceptions of their neuroscience knowledge, self-confidence, learning strategies, and knowledge application increased considerably through the quarters, especially among the 2nd-year students. The integrated neuroscience program achieved several of its goals, including an increase in students' confidence, positive attitude, ability to learn, and perception of neuroscience content knowledge. The authors believe that such gains can expand student ability to interpret clinical cases and inspire students to become excited about chiropractic research. The survey provides valuable information for teaching faculty to make the course content more relevant to chiropractic students.

  4. SOILSOLN: A Program for Teaching Equilibria Modeling of Soil Solution Composition.

    Science.gov (United States)

    Wolt, Jeffrey D.

    1989-01-01

    Presents a computer program for use in teaching ion speciation in soil solutions. Provides information on the structure of the program, execution, and software specifications. The program estimates concentrations of ion pairs, hydrolytic species, metal-organic complexes, and free ions in solutions. (Author/RT)

  5. Teaching programming to young learners using Scala and Kojo

    OpenAIRE

    Regnell, Björn; Pant, Lalit

    2014-01-01

    This paper presents an approach to teaching programming and abstract thinking to young learners using Scala and Kojo. Kojo is an open source IDE for the Scala programming language. The approach is based on Scala APIs for turtle graphics and functional pictures, a process of interactive exploration and discovery, and structured learning material that guides learners. The approach encourages playful self-learning of basic programming principles such as sequential execution, repetition, primitiv...

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

    Science.gov (United States)

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

    2013-01-01

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

  7. Collaboration between colleagues in teaching professional development programs

    Directory of Open Access Journals (Sweden)

    Patrícia Meyer

    2018-05-01

    Full Text Available Although collaboration is valued in the discourses of teachers, managers and institutions, as well as recognized as essential for innovation in universities, the culture of individualism is the one that permeates university professors’ performance. This study aims to analyze teaching professional development programs undertaken at four universities (one international and three national, from the perspective of promoting peer collaboration. The analysis occurred through the collection of publications or websites that described them. The teaching professional development programs analyzed have peer collaboration as a premise and encourage the socialization of experiences in courses, forums and other continuing education events. However, it is observed the need for strategy diversification, such as mentorship, incentive to online activities and development of collective projects, so that collaboration can really be a pillar in the pedagogical continuing education, lifelong learning, as well as in the reconfiguration and innovation of university professors’ practices.

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

    OpenAIRE

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

    2009-01-01

    Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one?s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both researc...

  9. The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

    Science.gov (United States)

    Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

    2013-03-01

    This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

  10. USING OF TASK APPROACH METHOD WHILE TEACHING PROGRAMMING TO THE FUTURE INFORMATICS TEACHERS

    Directory of Open Access Journals (Sweden)

    Oleksandr M. Kryvonos

    2014-04-01

    Full Text Available This article is dedicated to the problem of teaching programming to the future informatics teachers from the standpoint of competence approach in teaching. The article defines the role and the place of task approach in the process of teaching the module on “Procedure programming”, which is the part of the programming course; it scrutinizes the systematization of levels of tasks, which are proposed by D. Toleengerov. The article describes the levels of complexity of tasks (reproductive, partially searching, research (creative, which are used in the formation of methodological provision for programming course. It also presents the examples of tasks of specific topics to solve which a student should have habits which are crucial for informational communicational technological competence.

  11. Evaluating the Impact of the "Teaching as a Chemistry Laboratory Graduate Teaching Assistant" Program on Cognitive and Psychomotor Verbal Interactions in the Laboratory

    Science.gov (United States)

    Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

    2017-01-01

    Designing and evaluating teacher development programs for graduate teaching assistants (GTAs) who teach in the laboratory is a prominent feature of chemistry education research. However, few studies have investigated the impact of a GTA teacher development program on the verbal interactions between participating GTAs and students in the…

  12. Pedagogical perspectives and implicit theories of teaching: First year science teachers emerging from a constructivist science education program

    Science.gov (United States)

    Dias, Michael James

    Traditional, teacher-centered pedagogies dominate current teaching practice in science education despite numerous research-based assertions that promote more progressive, student-centered teaching methods. Best-practice research emerging from science education reform efforts promotes experiential, collaborative learning environments in line with the constructivist referent. Thus there is a need to identify specific teacher education program designs that will promote the utilization of constructivist theory among new teachers. This study explored the learning-to-teach process of four first-year high school teachers, all graduates of a constructivist-based science education program known as Teacher Education Environments in Mathematics and Science (TEEMS). Pedagogical perspectives and implicit theories were explored to identify common themes and their relation to the pre-service program and the teaching context. Qualitative methods were employed to gather and analyze the data. In depth, semi-structured interviews (Seidman, 1998) formed the primary data for probing the context and details of the teachers' experience as well as the personal meaning derived from first year practice. Teacher journals and teaching artifacts were utilized to validate and challenge the primary data. Through an open-coding technique (Strauss & Corbin, 1990) codes, and themes were generated from which assertions were made. The pedagogical perspectives apparent among the participants in this study emerged as six patterns in teaching method: (1) utilization of grouping strategies, (2) utilization of techniques that allow the students to help teach, (3) similar format of daily instructional strategy, (4) utilization of techniques intended to promote engagement, (5) utilization of review strategies, (6) assessment by daily monitoring and traditional tests, (7) restructuring content knowledge. Assertions from implicit theory data include: (1) Time constraints and lack of teaching experience made

  13. 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.

  14. Teaching Continuum Mechanics in a Mechanical Engineering Program

    Science.gov (United States)

    Liu, Yucheng

    2011-01-01

    This paper introduces a graduate course, continuum mechanics, which is designed for and taught to graduate students in a Mechanical Engineering (ME) program. The significance of continuum mechanics in engineering education is demonstrated and the course structure is described. Methods used in teaching this course such as topics, class…

  15. Evaluation of Teaching the IS-LM Model through a Simulation Program

    Science.gov (United States)

    Pablo-Romero, Maria del Populo; Pozo-Barajas, Rafael; Gomez-Calero, Maria de la Palma

    2012-01-01

    The IS-ML model is a basic tool used in the teaching of short-term macroeconomics. Teaching is essentially done through the use of graphs. However, the way these graphs are traditionally taught does not allow the learner to easily visualise changes in the curves. The IS-LM simulation program overcomes difficulties encountered in understanding the…

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

    Science.gov (United States)

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

    2017-01-01

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

  17. Teaching Joint-Level Robot Programming with a New Robotics Software Tool

    Directory of Open Access Journals (Sweden)

    Fernando Gonzalez

    2017-12-01

    Full Text Available With the rising popularity of robotics in our modern world there is an increase in the number of engineering programs that offer the basic Introduction to Robotics course. This common introductory robotics course generally covers the fundamental theory of robotics including robot kinematics, dynamics, differential movements, trajectory planning and basic computer vision algorithms commonly used in the field of robotics. Joint programming, the task of writing a program that directly controls the robot’s joint motors, is an activity that involves robot kinematics, dynamics, and trajectory planning. In this paper, we introduce a new educational robotics tool developed for teaching joint programming. The tool allows the student to write a program in a modified C language that controls the movement of the arm by controlling the velocity of each joint motor. This is a very important activity in the robotics course and leads the student to gain knowledge of how to build a robotic arm controller. Sample assignments are presented for different levels of difficulty.

  18. Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

    Science.gov (United States)

    Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

    2006-11-01

    The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

  19. [Productivity of doctoral programs in Psychology with Quality Mention in journal articles included in Journal Citation Reports].

    Science.gov (United States)

    Musi-Lechuga, Bertha; Olivas-Ávila, José; Castro, Angel

    2011-08-01

    The main objective of the present study was to classify doctoral programs with Quality Mention in Psychology based on their scientific productivity. For this purpose, articles in the Web of Science published by professors teaching in these doctoral programs were analyzed. In addition, we analyzed scientific journals in which these professors tend to publish more papers and the evolution in the number of papers published until 2009. Results showed that the most productive doctoral program was the Neurosciences program at the University of Oviedo. This program showed a ratio of 40 articles--published in journals included in Journal Citation Reports--by each professor. In contrast, other programs did not reach a ratio of 10 articles per professor. Regarding journals, results showed that 9 out of the 20 most popular journals are Hispanic and a gradual increase in the number of published papers was also observed. Lastly, results and implications for quality assessment are discussed.

  20. 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)…

  1. Teaching in Overseas Military Settings.

    Science.gov (United States)

    McKinney, Fred

    1980-01-01

    Reveals strengths and weaknesses encountered by a psychology teacher involved in the overseas graduate counseling program for Ball State University. Problems included lack of proper teaching and counseling facilities, long teaching hours, and civilian teachers' ignorance of military protocol. Advantages included helping military personnel obtain a…

  2. Pre-Service Teachers' Retrospective and Prospective Evaluations: Program, Self, and Teaching Profession

    Science.gov (United States)

    Ulusoy, Mustafa

    2015-01-01

    This study aimed to investigate teacher candidates' retrospective and prospective evaluations about the classroom teacher education program, self, and the teaching profession. Observations, interviews, focus group interviews, and surveys were used to collect data from the 240 subjects. Teacher candidates believed that the teaching profession is…

  3. Developing medical educators - a mixed method evaluation of a teaching education program.

    Science.gov (United States)

    Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

    2014-01-01

    Background It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Results Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Conclusions Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  4. Developing medical educators--a mixed method evaluation of a teaching education program.

    Science.gov (United States)

    Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

    2014-01-01

    It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  5. ERVING: A Program to Teach Sociological Reasoning from the Dramaturgical Perspective.

    Science.gov (United States)

    Brent, Edward E., Jr.; And Others

    1989-01-01

    Describes the computer program labeled ERVING which teaches students to reason sociologically using E. Goffman's classic dramaturgical perspective. Suggests that artificial intelligence programs offer a means for developing instructional models for the social sciences which are not amenable to a quantitative approach. (KO)

  6. The Relationships between Faculty Preparation Programs and Teaching Assistant Development Programs. Preparing Future Faculty. Occasional Paper No. 4.

    Science.gov (United States)

    Tice, Stacey Lane

    This paper examines the relationship between teaching assistant (TA) development programs and faculty preparation programs, the commonalities between the two types of program, and the issues to be considered when making the transition from the former to the latter. It notes that many institutions adopted TA training programs in the 1980s in…

  7. 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.

  8. Pyro: A Python-Based Versatile Programming Environment for Teaching Robotics

    Science.gov (United States)

    Blank, Douglas; Kumar, Deepak; Meeden, Lisa; Yanco, Holly

    2004-01-01

    In this article we describe a programming framework called Pyro, which provides a set of abstractions that allows students to write platform-independent robot programs. This project is unique because of its focus on the pedagogical implications of teaching mobile robotics via a top-down approach. We describe the background of the project, its…

  9. PROGRAMMING FUNDAMENTALS TEACHING TO THE STUDENTS OF PHYSICO-MATHEMATICAL PROFILE

    Directory of Open Access Journals (Sweden)

    Vdovychyn Tatiana

    2017-05-01

    Full Text Available The article provides methodical recommendations on studying of the discipline "Informatics" for the specialists preparation of the first (Bachelor level of higher education of the field of knowledge 01 "Education" of the specialty 014.04 "Secondary education (mathematics", 014.08 "Secondary education (physics". This discipline plays a particularly important role in the higher education establishments physical and mathematical field specialists training, since it combines both the fundamental concepts and principles of various mathematical and informatics disciplines, as well as applied models and algorithms for their application. The methodological aspects of the discipline "Informatics" study include the pedagogical feasibility of the forms, methods and means of training for students who are qualified as a teacher of mathematics and a physics teacher respectively. The discipline program includes issues on informatics theoretical foundations, applied software, and the basics of programming. Students are encouraged to consider the basics of programming in the C ++ environment. Basic C ++ language designs have a convenient, professional programming toolkit. Integrated C ++ environment is characterized by speed, convenience in debugging and compiling of the program. Therefore, the article focuses on the practical skills formation in the C ++ environment for the students of the physical and mathematical profile and highlights the methodological aspects of the C ++ programming language use in the course of the discipline "Informatics" teaching. The formation of practical skills takes place during the performance of laboratory works, namely: the original problem setting, the construction of an algorithm for its solution, analysis of the received results.

  10. Teaching Morally and Teaching Morality

    Science.gov (United States)

    Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.

    2009-01-01

    In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

  11. Teaching methods and surgical training in North American graduate periodontics programs: exploring the landscape.

    Science.gov (United States)

    Ghiabi, Edmond; Taylor, K Lynn

    2010-06-01

    This project aimed at documenting the surgical training curricula offered by North American graduate periodontics programs. A survey consisting of questions on teaching methods employed and the content of the surgical training program was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. The chi-square test was used to assess whether the residents' clinical experience was significantly (Pperiodontal plastic procedures, hard tissue grafts, and implants. Furthermore, residents in programs offering a structured preclinical component performed significantly more procedures (P=0.012) using lasers than those in programs not offering a structured preclinical program. Devising new and innovative teaching methods is a clear avenue for future development in North American graduate periodontics programs.

  12. Learning to Teach a Blended Course in a Teacher Preparation Program

    Science.gov (United States)

    Kang, Jung Jin

    2014-01-01

    Teacher preparation programs have provided blended courses (a combination of online and face-to-face learning) for their students because of their availability and their convenience. Researchers need to understand how teacher educators perceive blended courses when they teach teacher candidates, because teacher preparation programs have different…

  13. Peer Review of Teaching

    OpenAIRE

    Fernandez, Charles E.; Yu, Jenny

    2007-01-01

    This article provides an overview and description of peer review of teaching for faculty members and administrators who would like to implement a peer review program. This may include classroom and clinical settings. A brief overview, procedure, and a teaching competence evaluation rubric are provided

  14. Using the Geospatial Web to Deliver and Teach Giscience Education Programs

    Science.gov (United States)

    Veenendaal, B.

    2015-05-01

    Geographic information science (GIScience) education has undergone enormous changes over the past years. One major factor influencing this change is the role of the geospatial web in GIScience. In addition to the use of the web for enabling and enhancing GIScience education, it is also used as the infrastructure for communicating and collaborating among geospatial data and users. The web becomes both the means and the content for a geospatial education program. However, the web does not replace the traditional face-to-face environment, but rather is a means to enhance it, expand it and enable an authentic and real world learning environment. This paper outlines the use of the web in both the delivery and content of the GIScience program at Curtin University. The teaching of the geospatial web, web and cloud based mapping, and geospatial web services are key components of the program, and the use of the web and online learning are important to deliver this program. Some examples of authentic and real world learning environments are provided including joint learning activities with partner universities.

  15. Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program

    Science.gov (United States)

    Wesner, Amber R.; Jones, Ryan; Schultz, Karen; Johnson, Mark

    2016-01-01

    The purpose of this study was to evaluate the impact of a standardized reflection tool on the development of a teaching philosophy statement in a pharmacy residency teaching and learning curriculum program (RTLCP). Pharmacy residents participating in the RTLCP over a two-year period were surveyed using a pre/post method to assess perceptions of teaching philosophy development before and after using the tool. Responses were assessed using a 5-point Likert scale to indicate level of agreement with each statement. For analysis, responses were divided into high (strongly agree/agree) and low (neutral/disagree/strongly disagree) agreement. The level of agreement increased significantly for all items surveyed (p philosophy, and 96% responding that the resulting teaching philosophy statement fully reflected their views on teaching and learning. The standardized reflection tool developed at Shenandoah University assisted pharmacy residents enrolled in a teaching and learning curriculum program to draft a comprehensive teaching philosophy statement, and was well received by participants. PMID:28970382

  16. TEACHING MACHINES AND PROGRAMED LEARNING, 1962--A SURVEY OF THE INDUSTRY.

    Science.gov (United States)

    FINN, JAMES D.; AND OTHERS

    THE PURPOSE OF THIS STUDY WAS TO (1) LOCATE COMPANIES AND ORGANIZATIONS IN THE UNITED STATES PREPARING PROGRAMS AND MANUFACTURING TEACHING MACHINES FOR COMMERCIAL DISTRIBUTION, (2) OBTAIN ACCURATE DESCRIPTIONS INSOFAR AS POSSIBLE OF THE TYPES, VARIETY, AND CAPABILITIES OF EQUIPMENT BEING MANUFACTURED AND THE TYPE AND CONTENT OF PROGRAMS BEING…

  17. Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.

    Science.gov (United States)

    Brandt, Cheryl L; Boellaard, Melissa R; Zorn, Cecelia R

    2013-07-01

    The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs. Copyright 2013, SLACK Incorporated.

  18. Teaching Introductory GIS Programming to Geographers Using an Open Source Python Approach

    Science.gov (United States)

    Etherington, Thomas R.

    2016-01-01

    Computer programming is not commonly taught to geographers as a part of geographic information system (GIS) courses, but the advent of NeoGeography, big data and open GIS means that programming skills are becoming more important. To encourage the teaching of programming to geographers, this paper outlines a course based around a series of…

  19. Simulator: A Pilot Interactive Simulation Program for Use in Teaching Public Relations.

    Science.gov (United States)

    Pavlik, John V.

    An interactive simulation program was developed for use in teaching students how to handle public relations problems. The program user is placed in the role of assistant newsletter editor, facing a series of decision-making situations. Each choice the user makes affects the subsequent reality created by the program, which is designed to provide…

  20. The Physics Entrepreneurship Program - 11 Years of Teaching and Practicing Innovation and Entrepreneurship to Graduate Students and Beyond

    Science.gov (United States)

    Caner, Edward

    2012-02-01

    The Physics Entrepreneurship Program (PEP) at Case Western Reserve University is a MS in Physics, Entrepreneurship Track that teaches physics, business, and innovation. PEP admitted its first class in 2000 with the original goal of empowering physicists to be successful entrepreneurs. Since Y2K, much has happened in the world's economies and markets, and we have shifted our goals to include a strong innovation component. For instance, our metrics have changed from ``companies created'' to ``capital raised by our students'' (i.e., grants and investment in innovation), which allows our students to participate in an apprentice-type relationship with a more experienced entrepreneur before venturing out on their own (which could take many years before they are ready). We will describe the program, how we teach innovation, student and alumni activities and how difficult it is to operate a sustainable graduate program in this arena.

  1. The influence of an inquiry professional development program on secondary science teachers' conceptions and use of inquiry teaching

    Science.gov (United States)

    Lotter, Christine

    2005-11-01

    This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that

  2. A Mobile Device Based Serious Gaming Approach for Teaching and Learning Java Programming

    Directory of Open Access Journals (Sweden)

    Tobias Jordine

    2015-01-01

    Full Text Available Most first year computer science students find that learning object-oriented programming is hard. Serious games have ever been used as one approach to handle this problem. But most of them cannot be played with mobile devices. This obviously does not suit the era of mobile computing that intends to allow students to learn programming skills in anytime anywhere. To enhance mobile teaching and learning, a research project started over a year ago and aims to create a mobile device based serious gaming approach along with a serious game for enhancing mobile teaching and learning for Java programming. So far the project has completed a literature review for understanding existing work and identifying problems in this area, conducted a survey for eliciting students’ requirements for mobile gaming approach, and then established a mobile-device based serious gaming approach with a developed prototype of the game. This paper introduces the project in details, and in particularly presents and discusses its current results. It is expected that the presented project will be helpful and useful to bring more efficient approaches with new mobile games into teaching object-oriented programming and to enhance students’ learning experiences.

  3. Pair Programming as a Modern Method of Teaching Computer Science

    OpenAIRE

    Irena Nančovska Šerbec; Branko Kaučič; Jože Rugelj

    2008-01-01

    At the Faculty of Education, University of Ljubljana we educate future computer science teachers. Beside didactical, pedagogical, mathematical and other interdisciplinary knowledge, students gain knowledge and skills of programming that are crucial for computer science teachers. For all courses, the main emphasis is the absorption of professional competences, related to the teaching profession and the programming profile. The latter are selected according to the well-known document, the ACM C...

  4. A Teaching System To Learn Programming: the Programmer's Learning Machine

    OpenAIRE

    Quinson , Martin; Oster , Gérald

    2015-01-01

    International audience; The Programmer's Learning Machine (PLM) is an interactive exerciser for learning programming and algorithms. Using an integrated and graphical environment that provides a short feedback loop, it allows students to learn in a (semi)-autonomous way. This generic platform also enables teachers to create specific programming microworlds that match their teaching goals. This paper discusses our design goals and motivations, introduces the existing material and the proposed ...

  5. Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

    Directory of Open Access Journals (Sweden)

    Eila Jeronen

    2016-12-01

    Full Text Available There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases. The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006–2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity.

  6. Programming-Languages as a Conceptual Framework for Teaching Mathematics

    Science.gov (United States)

    Feurzeig, Wallace; Papert, Seymour A.

    2011-01-01

    Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively…

  7. Program directors in their role as leaders of teaching teams in residency training

    NARCIS (Netherlands)

    Slootweg, Irene A.; van der Vleuten, Cees; Heineman, Maas Jan; Scherpbier, Albert; Lombarts, Kiki M. J. M. H.

    2014-01-01

    Program directors have a formal leading position within a teaching team. It is not clear how program directors fulfill their leadership role in practice. In this interview study we aim to explore the role of the program director as strategic leader, based on the research-question: What are the

  8. Program directors in their role as leaders of teaching teams in residency training

    NARCIS (Netherlands)

    Slootweg, I.A.; Vleuten, C.P.M. van der; Heineman, M.J.; Scherpbier, A.; Lombarts, K.M.

    2014-01-01

    BACKGROUND: Program directors have a formal leading position within a teaching team. It is not clear how program directors fulfill their leadership role in practice. In this interview study we aim to explore the role of the program director as strategic leader, based on the research-question: What

  9. Active Participation of Integrated Development Environments in the Teaching of Object-Oriented Programming

    Science.gov (United States)

    Depradine, Colin; Gay, Glenda

    2004-01-01

    With the strong link between programming and the underlying technology, the incorporation of computer technology into the teaching of a programming language course should be a natural progression. However, the abstract nature of programming can make such integration a difficult prospect to achieve. As a result, the main development tool, the…

  10. An Inquiry into the NEST Program in Relation to English Teaching and Learning in Taiwanese Primary Schools

    Science.gov (United States)

    Luo, Wen-Hsing

    2014-01-01

    This study aims to explore the Native English-Speaking Teacher (NEST) Program in relation to teachers' instruction and students' learning of English in primary schools in Taiwan. Inviting native English-speakers to teach English in the school system is not an unusual practice in the Asia-Pacific region. As the practice of including NESTs in the…

  11. A Social Work Program's Experience in Teaching about Race in the Curriculum

    Science.gov (United States)

    Phan, Phu; Vugia, Holly; Wright, Paul; Woods, Dianne Rush; Chu, Mayling; Jones, Terry

    2009-01-01

    Teaching about race, racism, and oppression presents higher education programs with complex challenges. This article reports on the experiences of a new MSW program in designing a gateway "race, gender, and inequality" course. Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing…

  12. Elementary Education Program for Engineering by Dual System of Workshop and Teaching Program with Practical Subject

    Science.gov (United States)

    Hara, Toshitsugu

    Elementary education program for engineering by the dual system combined with workshop program and teaching program with practical subject was discussed. The dual system which consists of several workshop programs and fundamental subjects (such as mathematics, English and physics) with practical material has been performed for the freshmen. The elementary workshop program (primary course) has four workshops and the related lectures. Fundamental subjects are taught with the practical or engineering texts. English subjects are taught by specified teachers who have ever worked in engineering field with English. The dual system was supported by such systems as the center for success initiative and the English education center.

  13. Co-Teaching in Student Teaching of an Elementary Education Program

    Science.gov (United States)

    Chang, Sau Hou

    2018-01-01

    Successful co-teaching relied on essential elements and different approaches. However, few studies were found on these essential elements and different approaches in student teaching. The objective of this study was to examine how teacher candidates and cooperating teachers used the essential co-teaching elements and co-teaching approaches.…

  14. Teaching Journalism in Guangzhou.

    Science.gov (United States)

    Zeitlin, Arnold

    2002-01-01

    Explains that at the core of an effort to teach journalism in English to students in the People's Republic of China is the question of whether there is a point to exposing western values to students. Includes an American journalist's experience teaching in an English-language journalism program at a Chinese University and his search for an answer…

  15. Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?

    Science.gov (United States)

    Marx, Robert D.; Garcia, Joseph E.; Butterfield, D. Anthony; Kappen, Jeffrey A.; Baldwin, Timothy T.

    2016-01-01

    In this essay, we explore "why" there has traditionally been so little emphasis on teaching preparation in business doctoral programs. Program administrators and faculty typically espouse support for teaching development; yet the existing reward systems are powerfully aligned in favor of a focus on research competency. Indeed, through…

  16. 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…

  17. Developing medical educators – a mixed method evaluation of a teaching education program

    Directory of Open Access Journals (Sweden)

    Marco Roos

    2014-03-01

    Full Text Available Background: It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods: An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1 ‘Reaction’ on a professional and emotional level using standardized questionnaires; 2 ‘Learning’ applying a multiple choice test; 3 ‘Behavior’ by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4 ‘Results’ from student evaluations. Results: Our data indicate the success of the educational intervention at all observed levels. 1 Reaction: The participants showed a high acceptance of the instructional content. 2 Learning: There was a significant increase in knowledge (P<0.001 as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001. 3 Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4 Results: Teaching performance ratings improved in students’ evaluations. Conclusions: Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  18. Improving the interactivity and functionality of Web-based radiology teaching files with the Java programming language.

    Science.gov (United States)

    Eng, J

    1997-01-01

    Java is a programming language that runs on a "virtual machine" built into World Wide Web (WWW)-browsing programs on multiple hardware platforms. Web pages were developed with Java to enable Web-browsing programs to overlay transparent graphics and text on displayed images so that the user could control the display of labels and annotations on the images, a key feature not available with standard Web pages. This feature was extended to include the presentation of normal radiologic anatomy. Java programming was also used to make Web browsers compatible with the Digital Imaging and Communications in Medicine (DICOM) file format. By enhancing the functionality of Web pages, Java technology should provide greater incentive for using a Web-based approach in the development of radiology teaching material.

  19. Training of Teachers and Teaching Services Specialists for the Design and Implementation of the "School Psychology Master Program

    Directory of Open Access Journals (Sweden)

    Maksimova L.A.

    2015-11-01

    Full Text Available The article presents the experience of organizing the training courses for teachers and teaching services specialists for design and implementation of the basic professional educational pedagogical master program in a psycho-pedagogical training direction (educational psychologist with enhanced internship for students in a context of networking. The authors submit a modular design of training program. The first module includes methodological bases of the design and implementation of the basic professional educational master program. The second module includes legal coverage of the design and implementation of the basic professional educational master program. The third module consists of design and implementation of the basic professional educational master program in a psycho-pedagogical training direction (educational psychologist. The program involves a variety of active and interactive educational technology, providing the development of professional activities: remote technology, expert seminars, design stations, panels and plenary discussions, business games, round-table discussions.

  20. A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

    Science.gov (United States)

    Bayu Bati, Tesfaye; Gelderblom, Helene; van Biljon, Judy

    2014-01-01

    The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the Three-Stage Learning Model. Design science research is used for the course redesign and development of the learning environment, and action research is integrated to undertake participatory evaluation of the intervention. The action research involved the Students' Approach to Learning survey, a comparative analysis of students' performance, and qualitative data analysis of data gathered from various sources. The paper makes a theoretical contribution in presenting a design of a blended learning solution for large class teaching of programming grounded in constructivist learning theory and use of free and open source technologies.

  1. Teaching Psychiatry Residents to Teach: A National Survey

    Science.gov (United States)

    Crisp-Han, Holly; Chambliss, R. Bryan; Coverdale, John

    2013-01-01

    Objective: Because there have been no previously published national surveys on teaching psychiatry residents about how to teach, the authors surveyed United States psychiatry program directors on what and how residents are taught about teaching. Methods: All psychiatry training programs across the United States were mailed a semistructured…

  2. Collaborative work as a didactic strategy for teaching/learning programming: a systematic literature review

    Directory of Open Access Journals (Sweden)

    Oscar Revelo-Sanchez

    2018-01-01

    Full Text Available The incorporation of Collaborative Work into programming courses has been identified as a potential strategy that could maximize student participation and have a positive impact on learning. In the consulted sources, no study has been found to collect and analyze the results of research on this subject using a systematic method. To try to fill this gap, a systematic literature review was conducted with the aim of summarizing the studies on the use of Collaborative Work as a didactic strategy for teaching/learning programming. Initially, through a search in four (4 databases of scientific publications, 95 studies published in the last five (5 years were obtained. After careful analysis of each one of them, only 40 were found to meet the review requirements. This analysis resulted in the synthesis of eleven (11 Collaborative Learning Techniques (CLT that implement such strategy. Subsequently, they were grouped into 19 common names of strategies found in the documents, i.e. the collaborative strategies or techniques associated with each study. The review also showed a significant amount of contributions from the research community that constitute an important basis for future work. This demonstrates that Collaborative Work is increasingly consolidated as a valid and relevant didactic strategy, not only in programming teaching/learning, but also in other areas of knowledge including computer science.

  3. Overview of research in teaching/education programs of graduate in Biochemistry

    Directory of Open Access Journals (Sweden)

    D.F. Escoto et al

    2014-08-01

    Full Text Available INTRODUCTION: In Brazil, since 1980, there is a tendency among Programs Graduate(PG of specific area, such as Biochemistry, of inserting activities involving teaching /education alongside their area of expertise. In this context, various scientific events ofrelevance in the area have presented sessions dedicated to these matters in theirconferences and meetings. OBJECTIVES: This study aimed to investigate the occurrenceof research lines or areas of concentration teaching/education in 16 PG. MATERIALSAND METHODS: We analyzed 35 courses and divided among doctoral, master’sacademic and professional. Data collection occurred through websites of programs. Theanalysis was performed from the indication of the concentration areas or lines of researchprograms presented in their virtual space. Later, they were classified into two categories:those with and those without research in teaching / education. RESULTS ANDDISCUSSION: After visiting all virtual spaces, the results obtained showed that only 3 PGhave research areas and/or areas of concentration in teaching/education. On 2 PG notfound sites were and other 2 PG nor its research nor their area of concentration. From thequantitative search of PG it was still possible to characterize each line found. Basically, theactivities focus on undergraduate education and the pursuit of new teachingmethodologies, only 1 of the PG aims at continuing formation of teachers of basiceducation. CONCLUSION: These activities contribute significantly to the impact andevaluation of the PG. Perceptibly, these spaces are scarce, however, with national policiesfor the dissemination and popularization of scientific production trend is that they areleveraged.

  4. Using the Microcomputer to Teach about Nuclear Energy.

    Science.gov (United States)

    Saltinski, Ronald

    1984-01-01

    Examines various types of software useful in teaching about nuclear energy. Includes a list of 11 software resources (including program name, source and cost, system requirements, and brief comments about the program). (JN)

  5. Teaching Medical Students Clinical Anesthesia.

    Science.gov (United States)

    Curry, Saundra E

    2018-05-01

    allowed full access to patient care, including performing history and physical examinations, participating in the insertion of IVs and airway management. Simulation-based teaching was used by 82% of programs during medical student anesthesia clerkships. Sixty-eight percent of respondents reported that they have no formal training for their anesthesiology faculty teachers, 51% stated that they do not receive nonclinical time to teach, and 38% of respondents stated that they received some form of remuneration for teaching medical students, primarily nonclinical time. This article presents a summary of these survey results, provides a historical review of previous evaluations of teaching medical students clinical anesthesia, and discusses the contributions of anesthesiologists to medical student education.

  6. Integration of Medical Imaging Including Ultrasound into a New Clinical Anatomy Curriculum

    Science.gov (United States)

    Moscova, Michelle; Bryce, Deborah A.; Sindhusake, Doungkamol; Young, Noel

    2015-01-01

    In 2008 a new clinical anatomy curriculum with integrated medical imaging component was introduced into the University of Sydney Medical Program. Medical imaging used for teaching the new curriculum included normal radiography, MRI, CT scans, and ultrasound imaging. These techniques were incorporated into teaching over the first two years of the…

  7. Using spaced education to teach interns about teaching skills.

    Science.gov (United States)

    Pernar, Luise I M; Corso, Katherine; Lipsitz, Stuart R; Breen, Elizabeth

    2013-07-01

    Despite limited preparation and knowledge base, surgical interns have important teaching responsibilities. Nevertheless, few faculty development programs are aimed at interns. Succinct teaching skill content was electronically distributed over time (spaced education) to interns in academic year 2010/2011. The interns in the previous year served as historic controls. Electronic surveys were distributed for program evaluation. Fifteen of 24 (62.5%) interns and 35 of 49 (71.4%) students responded to the surveys in academic year 2009/2010 and 16 of 27 (59.3%) interns and 38 of 52 (73%) students responded in academic year 2010/2011. Surveys showed improved attitudes toward teaching by interns as well as a higher estimation of interns' teaching skills as rated by students for those interns who received the spaced education program. Using spaced education to improve interns' teaching skills is a potentially powerful intervention that improves interns' enthusiasm for teaching and teaching effectiveness. The changes are mirrored in students' ratings of interns' teaching skills and interns' attitudes toward teaching. Copyright © 2013 Elsevier Inc. All rights reserved.

  8. Situated teaching improves empathy learning of the students in a BSN program: A quasi-experimental study.

    Science.gov (United States)

    Lee, Kwo-Chen; Yu, Chin-Ching; Hsieh, Pei-Ling; Li, Chin-Ching; Chao, Yann-Fen C

    2018-05-01

    Empathy is an important clinical skill for nursing students, but it is a characteristic difficult to teach and assess. To evaluate the effect of situated teaching on empathy learning among undergraduate nursing students. A cohort study with pre-post-test quasi-experimental design. The 2nd-year students were enrolled from two BSN programs. The teaching program was completed over 4 months on the basis of experiential learning theory which integrated the following four elements: classroom-based role play, self-reflection, situated learning and acting. The Jefferson Scale of Empathy-Health Profession-Student version was administered before and after the program. Objective Structure Clinical Examination (OSCE) was administered at the end of program and a rubrics scale was used to measure empathy. A generalized estimation equation was used to identify the effect of subjective empathy, and an independent t-test was used for the objective assessment between two groups. A total of 103 students were enrolled. The results showed that subjective empathy increased significantly in experimental group. In the Objective Structured Clinical Examination, examiners and standard patients gave significantly higher empathy scores to the situated teaching group than the control group. The present study indicated that situated teaching can improve empathy learning of the nursing students. However different methods of assessment of empathy produce different results. We therefore recommend that multiple measurements from difference perspectives are preferable in the assessment of empathy. Copyright © 2018 Elsevier Ltd. All rights reserved.

  9. 15 CFR 9.3 - Appliances and equipment included in program.

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Appliances and equipment included in... VOLUNTARY LABELING PROGRAM FOR HOUSEHOLD APPLIANCES AND EQUIPMENT TO EFFECT ENERGY CONSERVATION § 9.3 Appliances and equipment included in program. The appliances and equipment included in this program are room...

  10. Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

    Science.gov (United States)

    Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

    2016-06-01

    In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

  11. Neuro-Linguistic Programming as an Innovation in Education and Teaching

    Science.gov (United States)

    Tosey, Paul; Mathison, Jane

    2010-01-01

    Neuro-linguistic programming (NLP)--an emergent, contested approach to communication and personal development created in the 1970s--has become increasingly familiar in education and teaching. There is little academic work on NLP to date. This article offers an informed introduction to, and appraisal of, the field for educators. We review the…

  12. Using Microsoft Excel to teach statistics in a graduate advanced practice nursing program.

    Science.gov (United States)

    DiMaria-Ghalili, Rose Ann; Ostrow, C Lynne

    2009-02-01

    This article describes the authors' experiences during 3 years of using Microsoft Excel to teach graduate-level statistics, as part of the research core required by the American Association of Colleges of Nursing for all professional graduate nursing programs. The advantages to using this program instead of specialized statistical programs are ease of accessibility, increased transferability of skills, and reduced cost for students. The authors share their insight about realistic goals for teaching statistics to master's-level students and the resources that are available to faculty to help them to learn and use Excel in their courses. Several online sites that are excellent resources for both faculty and students are discussed. Detailed attention is given to an online course (Carnegie-Mellon University Open Learning Initiative, n.d.), which the authors have incorporated into their graduate-level research methods course.

  13. Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities Including Visual Impairment

    Science.gov (United States)

    Ali, Emad; MacFarland, Stephanie Z.; Umbreit, John

    2011-01-01

    The Picture Exchange Communication System (PECS) is an augmentative and alternative communication (AAC) program used to teach functional requesting and commenting skills to people with disabilities (Bondy & Frost, 1993; Frost & Bondy, 2002). In this study, tangible symbols were added to PECS in teaching requesting to four students (ages 7-14) with…

  14. Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies

    Science.gov (United States)

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

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…

  15. Attitudes of Students Enrolled in the Pedagogical Formation Programs towards the Teaching Profession

    Science.gov (United States)

    Özdemir, Yalçin; Güngö, Sabri

    2017-01-01

    This study was conducted to examine the attitudes of students enrolled in the pedagogical formation programs in order to become teachers towards the teaching profession. The students either graduated from faculties other than the education faculty or they were still enrolled in undergraduate programs of faculties other than the education faculty.…

  16. Learning Theories Applied to Teaching Technology: Constructivism versus Behavioral Theory for Instructing Multimedia Software Programs

    Science.gov (United States)

    Reed, Cajah S.

    2012-01-01

    This study sought to find evidence for a beneficial learning theory to teach computer software programs. Additionally, software was analyzed for each learning theory's applicability to resolve whether certain software requires a specific method of education. The results are meant to give educators more effective teaching tools, so students…

  17. Competencies Required in Education Research and Teaching Systematization according to Students from the Preschool, Primary and Secondary Education Programs of the University of Costa Rica

    Directory of Open Access Journals (Sweden)

    Mario Alberto Segura-Castillo

    2012-12-01

    Full Text Available The purpose of this paper is to present the results of two online forums carried out with the participation of 42 students of the Licenciaturas  in Preschool Education, Primary Education and Secondary Education of the University of Costa Rica. The main purpose of the forums was to determine the insights of the participant students about the competencies they have achieved in the field of education research, and which have been the essential tools for them to systematize their own teaching practices. The discussion forums were part of the course FD5091 Métodos de Investigación Educativa [Education Research Methods] of the School of Teacher Education, delivered from March-April 2010.  Of the sample, 60 percent were students of the Preschool teaching program, 35 percent were from the Primary Education teaching program and 5 percent were from the Secondary Education teaching program in the fields of Science, Mathematics and Social Studies. According to the insights and beliefs showed by the participants –both, the future teachers and the profession practitioners–, there are no opportunities for research or systematization of their own teaching mediation, in the current work situation. (1 Translator’s Note: In Costa Rica, the “Licenciatura” is a one-year post-Bachelor study program, usually including thesis. “Primary Education” refers to students from the 1st to 6th grades, and “Secondary Education” refers to students from the 7th to 11th grades.

  18. A Computer-Based Program to Teach Braille Reading to Sighted Individuals

    Science.gov (United States)

    Scheithauer, Mindy C.; Tiger, Jeffrey H.

    2012-01-01

    Instructors of the visually impaired need efficient braille-training methods. This study conducted a preliminary evaluation of a computer-based program intended to teach the relation between braille characters and English letters using a matching-to-sample format with 4 sighted college students. Each participant mastered matching visual depictions…

  19. Python programming language and the effectiveness of its inclusion in the teaching

    OpenAIRE

    Vitásek, Tomáš

    2009-01-01

    The goal of the first part of this work is to summarize the basics of the Python programming language. Show how to create programs in Python, what are the modules, the basic data types, syntax and the possibility of approach to language. The second part will address the description of the initial programming courses, their objectives and what benefits it brings to teaching Python. Finally, then look at the (in)dependence on the Python platform for running and how to get from Python to another...

  20. The Teaching of Work Ethics: Current Practices of Work Program Coordinators in Georgia.

    Science.gov (United States)

    Ford, Frances Annette; Herren, Ray V.

    A study examined the perceptions and practices of 160 work program coordinators in Georgia (44% of the sample) regarding the teaching of work ethics. A literature review had shown that a consistent view of potential employers was that graduates of vocational education programs should be well grounded in the concept of work ethics. The main purpose…

  1. Technology Applied to ELT: Reviewing Practical Uses to Enhance English Teaching Programs

    Directory of Open Access Journals (Sweden)

    Javier Rojas Serrano

    2007-12-01

    Full Text Available In this paper, the author reports on some of the areas of technology currently used in the teaching and learning of languages, and reviews some of the uses of technological tools that are present in the English Adult Program and activities carried out at The Centro Colombo Americano (CCA in Bogota, Colombia. After briefly describing what is being applied worldwide in terms of what is being done at the CCA, some suggestions are offered in order to enhance the English teaching and learning processes through the use of new technologies.

  2. THE WORLD OF TEACHING MACHINES, PROGRAMED LEARNING AND SELF-INSTRUCTIONAL DEVICES.

    Science.gov (United States)

    FOLTZ, CHARLES I.

    TEACHING MACHINES HAVE SEVERAL ADVANTAGES--TIME IS SAVED, CORRECT RESPONSE IS REINFORCED IMMEDIATELY, AND STUDENTS ARE NOT PUBLICLY CONFRONTED WITH FAILURE. THERE ARE TWO APPROACHES TO THE PROGRAMED INSTRUCTION INTRINSIC TO THEIR USE--ONE (THE SKINNER METHOD) IS BASED ON FILLING IN BLANK SPACES, THE OTHER (THE CROWDER METHOD) EMPLOYS…

  3. Teaching about Women in World History

    Science.gov (United States)

    Crocco, Margaret Smith

    2011-01-01

    This article addresses the subject of teaching about women in world history in K-12 schools and in programs of social studies teacher education. It includes a review of the place of gender in teaching about world history to current and future teachers at Teachers College, Columbia University. This informal research serves as the platform for a set…

  4. How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

    Science.gov (United States)

    Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

    2015-01-01

    To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy

  5. Teaching medical students cancer risk reduction nutrition counseling using a multimedia program.

    Science.gov (United States)

    Kolasa, K M; Jobe, A C; Miller, M G; Clay, M C

    1999-03-01

    There are many barriers to medical students receiving education about the linkage between nutrition and cancer, including the lack of role models and teachers and insufficient curricular time. We tested the use of a multimedia program as a possible solution to teaching diet-risk assessment and counseling skills. Images of Cancer Prevention, The Nutrition Link is a CD-ROM multimedia program that was developed and evaluated by 147 medical students. Pre-use and post-use surveys, computer log files, and recorded response sessions were used to determine the learner's 1) ease in using the program, 2) attitudes about the treatment of the content, 3) knowledge gain, and 4) attitudes about the role of physicians in nutrition assessment and counseling for cancer risk reduction. Students improved their knowledge of dietary guidelines for cancer risk reduction and made positive changes in their attitudes toward the role of physicians in dietary counseling. However, most students reported that they would not use the program unless it was required that they do so. The multimedia program was successful; it affected students' knowledge and attitudes concerning nutrition as a modifiable risk factor for some cancers. In addition, the design and delivery of the multimedia product was positively reviewed by the students for ease of access, message design, individualized instruction, and flexibility. Despite these favorable ratings, it was not clear that students would use the program unless required to do so.

  6. Aspects on Teaching/Learning with Object Oriented Programming for Entry Level Courses of Engineering.

    Science.gov (United States)

    de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves

    This work presents a proposal for Teaching/Learning, on Object Oriented Programming for Entry Level Courses of Engineering and Computer Science, on University. The philosophy of Object Oriented Programming comes as a new pattern of solution for problems, where flexibility and reusability appears over the simple data structure and sequential…

  7. The integrated approach to teaching programming in secondary school

    Directory of Open Access Journals (Sweden)

    Martynyuk A.A.

    2018-02-01

    Full Text Available the article considers an integrated approach to teaching programming with the use of technologies of computer modeling and 3D-graphics, allowing to improve the quality of education. It is shown that this method will allow you to systematize knowledge, improve the level of motivation through the inclusion of relevant technologies, to develop skills of project activities, to strengthen interdisciplinary connections, and promotes professional and personal self-determination of students of secondary school.

  8. E-education in pathology including certification of e-institutions.

    Science.gov (United States)

    Kayser, Klaus; Ogilvie, Robert; Borkenfeld, Stephan; Kayser, Gian

    2011-03-30

    E-education or electronically transferred continuous education in pathology is one major application of virtual microscopy. The basic conditions and properties of acoustic and visual information transfer, of teaching and learning processes, as well as of knowledge and competence, influence its implementation to a high degree. Educational programs and structures can be judged by access to the basic conditions, by description of the teaching resources, methods, and its program, as well as by identification of competences, and development of an appropriate evaluation system. Classic teaching and learning methods present a constant, usually non-reversible information flow. They are subject to personal circumstances of both teacher and student. The methods of information presentation need to be distinguished between static and dynamic, between acoustic and visual ones. Electronic tools in education include local manually assisted tools (language assistants, computer-assisted design, etc.), local passive tools (slides, movies, sounds, music), open access tools (internet), and specific tools such as Webinars. From the medical point of view information content can be divided into constant (gross and microscopic anatomy) and variable (disease related) items. Most open access available medical courses teach constant information such as anatomy or physiology. Mandatory teaching resources are image archives with user-controlled navigation and labelling, student-oriented user manuals, discussion forums, and expert consultation. A classic undergraduate electronic educational system is WebMic which presents with histology lectures. An example designed for postgraduate teaching is the digital lung pathology system. It includes a description of diagnostic and therapeutic features of 60 rare and common lung diseases, partly in multimedia presentation. Combining multimedia features with the organization structures of a virtual pathology institution will result in a virtual pathology

  9. 78 FR 32663 - Medicare Program; Notification of Closure of Teaching Hospitals and Opportunity To Apply for...

    Science.gov (United States)

    2013-05-31

    ...] Medicare Program; Notification of Closure of Teaching Hospitals and Opportunity To Apply for Available... announces the closure of two teaching hospitals and the initiation of an application process where hospitals... modifying language at section 1886(d)(5)(B)(v) of the Act, to instruct the Secretary to establish a process...

  10. Recognizing and Managing Complexity: Teaching Advanced Programming Concepts and Techniques Using the Zebra Puzzle

    Science.gov (United States)

    Crabtree, John; Zhang, Xihui

    2015-01-01

    Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We…

  11. Including Pupils with Autistic Spectrum Disorders in the Classroom: The Role of Teaching Assistants

    Science.gov (United States)

    Symes, Wendy; Humphrey, Neil

    2012-01-01

    The aims of the current study were (i) to explore the extent to which pupils with Autistic Spectrum Disorders (ASD) were effectively included in lessons, compared with pupils with dyslexia (DYS) or no Special Educational Needs (CON) and (ii) to understand how the presence of a teaching assistant (TA) influences the inclusion/exclusion process. One…

  12. Improving Teaching and Learning of Computer Programming through the Use of the Second Life Virtual World

    Science.gov (United States)

    Esteves, Micaela; Fonseca, Benjamim; Morgado, Leonel; Martins, Paulo

    2011-01-01

    The emergence of new technologies such as three-dimensional virtual worlds brings new opportunities for teaching and learning. We conducted an action research approach to the analysis of how teaching and learning of computer programming at the university level could be developed within the Second Life virtual world. Results support the notion that…

  13. Program content of teaching physical education in order to prevent violence in educational institutions

    Directory of Open Access Journals (Sweden)

    Sretenović Zoran

    2013-01-01

    Full Text Available The primary goal of this paper is to show the capacity of the program content of physical education in the implementation of the third specific objective of the Framework Action Plan for the Prevention of Violence in Educational Institutions. Ministry of Education brought this plan in January 2009. The third specific objective of the Framework Action Plan: Provide preventive and protective role of school sport and sporting activities of students. This paper examines the extent to which this goal is achieved, trough regular classes, after-school and extracurricular activities of physical education; indicates the capacity of the teaching field in the creation and development of a safe and supportive environment in the institution; sees level of participation by experts, council and teams in the design and implementation of sports activities in school and the extent to which these activities are implemented in the institution documents, plans and programs of experts, and larger teams; it is the sustainability of these activities achieved in school practices and also to strengthen the competence of teachers in supporting the development of students personality, communication and collaboration. In order to complete document association of council, experts and teams in the institution, there has been an insight into the school curriculum, the development plan, annual plan of the institution, protection program community of students, the curriculum of a school parliament, council of parents, higher vocational and physical education teachers and report on the implementation of the protection program. In order to document by empirical data the capacity of the teaching areas in the function of preventing violence, a sample of 46 primary schools in Sumadija area, evaluation of the implementation of sports and sports activities students in programming classes of physical education, was executed. By these results, it can be concluded that in teaching methods

  14. Programmed Instruction Revisited.

    Science.gov (United States)

    Skinner, B. F.

    1986-01-01

    Discusses the history and development of teaching machines, invented to restore the important features of personalized instruction as public school class size increased. Examines teaching and learning problems over the past 50 years, including motivation, attention, appreciation, discovery, and creativity in relation to programmed instruction.…

  15. InTeGrate: Transforming the Teaching of Geoscience and Sustainability

    Science.gov (United States)

    Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

    2012-12-01

    InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is

  16. Pre-Service Teachers' Motivations toward Teaching Profession and Their Opinions about the Pedagogic Formation Program

    Science.gov (United States)

    Seker, Hasan; Deniz, Sabahattin; Görgen, Izzet

    2015-01-01

    The present study aimed to investigate pre-service teachers' motivations toward teaching profession and their opinions about pedagogical formation program. In this study descriptive and correlational research methods were used. It was carried out with (a) graduate students doing a master's program without thesis, (b) undergraduate students…

  17. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Education Program

    Science.gov (United States)

    Kimbrough-Walls, Vickie J.

    2012-01-01

    Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate…

  18. Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

    Science.gov (United States)

    Dominguez, Margaret Z.; Vorndran, Shelby

    2014-09-01

    The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

  19. Perceptions of the use of critical thinking teaching methods.

    Science.gov (United States)

    Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

    2012-01-01

    To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

  20. A CAD (Classroom Assessment Design) of a Computer Programming Course

    Science.gov (United States)

    Hawi, Nazir S.

    2012-01-01

    This paper presents a CAD (classroom assessment design) of an entry-level undergraduate computer programming course "Computer Programming I". CAD has been the product of a long experience in teaching computer programming courses including teaching "Computer Programming I" 22 times. Each semester, CAD is evaluated and modified…

  1. ASSESSMENT OF A MULTINATIONAL ONLINE FACULTY DEVELOPMENT PROGRAM ON ONLINE TEACHING: REFLECTIONS OF CANDIDATE E-TUTORS

    Directory of Open Access Journals (Sweden)

    Muge ADNAN

    2017-01-01

    Full Text Available Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.

  2. Agricultural Extension Agents' Perceptions of Effective Teaching Strategies for Adult Learners in the Master Beef Producer Program

    Science.gov (United States)

    Strong, Robert; Harder, Amy; Carter, Hannah

    2010-01-01

    The purpose of the study reported here was to explore and describe how Extension agents selected teaching strategies for adult audiences. Andragogy is hypotheses concerning the attributes of adult learners (Knowles, Swanson, & Holton III, 2005). Extension agents responsible for teaching the Master Beef Producer (MBP) program were purposively…

  3. Turkish Preservice Primary School Teachers' Science Teaching Efficacy Beliefs and Attitudes toward Science: The Effect of a Primary Teacher Education Program

    Science.gov (United States)

    Bayraktar, Sule

    2011-01-01

    The main purpose of this study was to investigate the effectiveness of a primary teacher education program in improving science teaching efficacy beliefs (personal science teaching efficacy beliefs and outcome expectancy beliefs) of preservice primary school teachers. The study also investigated whether the program has an effect on student…

  4. A CAL Program to Teach the Basic Principles of Genetic Engineering--A Change from the Traditional Approach.

    Science.gov (United States)

    Dewhurst, D. G.; And Others

    1989-01-01

    An interactive computer-assisted learning program written for the BBC microcomputer to teach the basic principles of genetic engineering is described. Discussed are the hardware requirements software, use of the program, and assessment. (Author/CW)

  5. Structure, Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation

    Science.gov (United States)

    Waalkes, Phillip L.; Benshoff, James M.; Stickl, Jaimie; Swindle, Paula J.; Umstead, Lindsey K.

    2018-01-01

    The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, [Hill, C. E., 1997]) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching-related program design and a…

  6. Identfying the Needs of Pre-Service Classroom Teachers about Science Teaching Methodology Course in Terms of Parlett's Illuminative Program Evaluation Model

    Science.gov (United States)

    Çaliskan, Ilke

    2014-01-01

    The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based…

  7. Identfying the Needs of Pre-Service Classroom Teachers about Science Teaching Methodology Courses in Terms of Parlett's Illuminative Program Evaluation Model

    Science.gov (United States)

    Çaliskan, Ilke

    2014-01-01

    The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based…

  8. Educational Psychologist Training for Special and Developmental Teaching as Professional Activity

    Directory of Open Access Journals (Sweden)

    Gavrilushkina O.P.

    2015-11-01

    Full Text Available The article presents the experience of designing the educational module "Special and Developmental Teaching" of School Psychology Master’s program. The modular-sized program includes practical training and research activity in each module in a networking, it complies with Federal State Educational Standard and professional teaching and educational psychology standarts. Practice-oriented education Master’s training model based on the activity and competence approaches is productive. We have shown the advantages of networking and the need to divert more resources towards practical training and to include research activity in particular module. It is necessary to teach educational psychologists not only to "know", but also to "knows how", to have professional thinking and metasubject competencies, to have the capacity for reflection, i. e. to operate in an uncertain environment for new schemes on the basis of the scientific method. It is important that the modular principle design allows adding training subjects from one of educational program to other and so developing new programs.

  9. Education Program on Fossil Resources Including Coal

    Science.gov (United States)

    Usami, Masahiro

    Fossil fuels including coal play a key role as crucial energies in contributing to economic development in Asia. On the other hand, its limited quantity and the environmental problems causing from its usage have become a serious global issue and a countermeasure to solve such problems is very much demanded. Along with the pursuit of sustainable development, environmentally-friendly use of highly efficient fossil resources should be therefore, accompanied. Kyushu-university‧s sophisticated research through long years of accumulated experience on the fossil resources and environmental sectors together with the advanced large-scale commercial and empirical equipments will enable us to foster cooperative research and provide internship program for the future researchers. Then, this program is executed as a consignment business from the Ministry of Economy, Trade and Industry from 2007 fiscal year to 2009 fiscal year. The lecture that uses the textbooks developed by this program is scheduled to be started a course in fiscal year 2010.

  10. Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations.

    Science.gov (United States)

    Ullrich, Charlotte; Mahler, Cornelia; Forstner, Johanna; Szecsenyi, Joachim; Wensing, Michel

    2017-04-27

    Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master's program. An online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum's module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively. A total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities. The master's program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts.

  11. The Effect of In-Service Training of Computer Science Teachers on Scratch Programming Language Skills Using an Electronic Learning Platform on Programming Skills and the Attitudes towards Teaching Programming

    Science.gov (United States)

    Alkaria, Ahmed; Alhassan, Riyadh

    2017-01-01

    This study was conducted to examine the effect of in-service training of computer science teachers in Scratch language using an electronic learning platform on acquiring programming skills and attitudes towards teaching programming. The sample of this study consisted of 40 middle school computer science teachers. They were assigned into two…

  12. Building a Steganography Program Including How to Load, Process, and Save JPEG and PNG Files in Java

    Science.gov (United States)

    Courtney, Mary F.; Stix, Allen

    2006-01-01

    Instructors teaching beginning programming classes are often interested in exercises that involve processing photographs (i.e., files stored as .jpeg). They may wish to offer activities such as color inversion, the color manipulation effects archived with pixel thresholding, or steganography, all of which Stevenson et al. [4] assert are sought by…

  13. Improving Inquiry Teaching through Reflection on Practice

    Science.gov (United States)

    Lotter, Christine R.; Miller, Cory

    2017-08-01

    In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

  14. Analysis of a mammography teaching program based on an affordance design model.

    Science.gov (United States)

    Luo, Ping; Eikman, Edward A; Kealy, William; Qian, Wei

    2006-12-01

    The wide use of computer technology in education, particularly in mammogram reading, asks for e-learning evaluation. The existing media comparative studies, learner attitude evaluations, and performance tests are problematic. Based on an affordance design model, this study examined an existing e-learning program on mammogram reading. The selection criteria include content relatedness, representativeness, e-learning orientation, image quality, program completeness, and accessibility. A case study was conducted to examine the affordance features, functions, and presentations of the selected software. Data collection and analysis methods include interviews, protocol-based document analysis, and usability tests and inspection. Also some statistics were calculated. The examination of PBE identified that this educational software designed and programmed some tools. The learner can use these tools in the process of optimizing displays, scanning images, comparing different projections, marking the region of interests, constructing a descriptive report, assessing one's learning outcomes, and comparing one's decisions with the experts' decisions. Further, PBE provides some resources for the learner to construct one's knowledge and skills, including a categorized image library, a term-searching function, and some teaching links. Besides, users found it easy to navigate and carry out tasks. The users also reacted positively toward PBE's navigation system, instructional aids, layout, pace and flow of information, graphics, and other presentation design. The software provides learners with some cognitive tools, supporting their perceptual problem-solving processes and extending their capabilities. Learners can internalize the mental models in mammogram reading through multiple perceptual triangulations, sensitization of related features, semantic description of mammogram findings, and expert-guided semantic report construction. The design of these cognitive tools and the

  15. An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

    Directory of Open Access Journals (Sweden)

    Nurhafni Siregar

    2017-12-01

    Full Text Available The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening comprehension at STKIP Tapanuli Selatan (63 students and one lecturer. A descriptive study was used to achieve the objective of the study. The sample was taken by cluster sampling. The data were collected by using interview to know how the lecturer carried out the teaching practice of listening, and questionnaire  for the students and observation were used to find out how the calssroom activities were conducted. The descriptive analysis was used to anayse the data. Based on the data analysis, it was found that: (1 the lecturer carried out listening activities into four parts, they are preparation, prediction stage, listening, and post listening, and (2 the practice of teaching listening was effective related to the teaching pedagogical procedures in teaching listening comprehension. although there were some points that should be practice further. Based on the findings, it was recomended that the lecturer and the students may apply the less activities that had not been done.

  16. Science Understanding through Playground Physics: Organized Recess Teaching (SUPPORT)

    Science.gov (United States)

    Kincaid, Russell

    2010-03-01

    From 1995-2007, U.S. science students in grade four scored higher than the scaled TIMSS average, but their scores did not improve over this time. Moreover, in the area of physical science, the U.S. scored significantly lower than several Asian countries, as well as Russia, England, and Latvia (TIMSS). Methods to enhance student achievement in science are still being sought. An approach to utilizing playground equipment as a teaching tool for a variety of physics concepts was developed as a physical science teaching method. This program established an appropriate set of experiments, coordinated the effort with local school districts, and implemented a brief pilot study to test the teaching methodology. The program assigned undergraduate middle school science education majors to teach small groups of fourth grade students. The experimental group used the newly developed ``Playground Physics'' methodology while the control group used traditional approaches. Follow up activities will include an expansion of the duration and the scope of the program.

  17. Teaching Small Business Ownership and Management

    Science.gov (United States)

    Leach, James A.

    1977-01-01

    Topics discussed include integrating small business ownership with existing programs; establishing awareness, exploration, and orientation activities; and preparation for small business ownership. A curriculum guide developed for teaching small business ownership and management is also described. (TA)

  18. Teaching nutrition in an International Master of Public Health program.

    Science.gov (United States)

    Berry, Elliot M; Fatunmbi, Bayo S; Kaluski, Dorit Nitzan

    2002-01-01

    The health of populations is related to the norms and characteristics of society and its socio-economic organization. The causes of food-related ill health are located at the national and international levels and the cure must be sought in good governance. Thus, it is obvious that a Master's Degree in International Public Health must include a thorough overview of the "food chain" from "plough to plate" within the political, economical, socio-economic changes, environmental, industrial, scientific, and health contexts. Nutritional deficiencies are addressed by a variety of measures, including food supply and utilization programs, specific supplementation for high-risk groups, and food fortification to reach a general population. All are part of a wide-based public health nutrition approach, applicable in developed, redeveloping, and newly developing countries. This article is based on experience in teaching Public Health Nutrition to a mixed group of foreign students from different countries. Our goal is to prepare students for a variety of public health careers related to nutrition and health. The aim of this course is to introduce current roles and aspects of food and nutrition policy, focusing on food and nutrition security, human rights for food and nutrition, and the complex interactions among local and global systems. Students are introduced to nutrition screening, assessment, and research skills, and nutrition in emergency situations and in disaster relief. During the course the students learn about the design and the evaluation of nutrition interventions at the individual, community, and national level. The course gives a broad-based examination of major themes related to development and underdevelopment, poverty and wealth, equality and inequality. It also introduces program planning from the perspective of international organisations such as the World Food Program and the Food and Agriculture Organisation and the World Health Organisation of the United

  19. Nuclear science teaching

    International Nuclear Information System (INIS)

    1968-01-01

    A Panel of Experts on Nuclear Science Teaching met in Bangkok from 15 to 23 July 1968 to review the present status of an need for teaching of topics related to nuclear science at the secondary and early university level including teacher training, and to suggest appropriate ways of introducing these topics into the science curricula. This report contains the contributions of the members of the Panel, together with the general conclusions and recommendations for the development of school and early university curricula and training programs, for the improvement of teaching materials and for the safest possible handing of radioactive materials in school and university laboratories. It is hoped that the report will be of use to all nuclear scientists and science educators concerned with modernizing their science courses by introducing suitable topics and experiments in nuclear science

  20. An Argument for Teaching a Human Sexuality Course within the Context of a Women and Gender Studies Program

    Science.gov (United States)

    Galbreath, Briana L.

    2012-01-01

    The course proposed is planned as an undergraduate Human Sexuality course within a Women and Gender Studies program. Teaching a course on Human Sexuality with an interdisciplinary approach allows for students to gain knowledge from several different academic disciplines. This course would teach from a sex-positive and holistic view of sexuality as…

  1. Teaching Healthful Food Choices to Elementary School Students and Their Parents: The Nutrition Detectives[TM] Program

    Science.gov (United States)

    Katz, David L.; Katz, Catherine S.; Treu, Judith A.; Reynolds, Jesse; Njike, Valentine; Walker, Jennifer; Smith, Erica; Michael, Jennifer

    2011-01-01

    Background: The purpose of this study was to evaluate the effects of a nutrition education program designed to teach elementary school students and their parents, and to distinguish between more healthful and less healthful choices in diverse food categories. Methods: Three schools were assigned to receive the Nutrition Detectives[TM] program and…

  2. Total Extraperitoneal Hernia Repair: Residency Teaching Program and Outcome Evaluation.

    Science.gov (United States)

    Garofalo, Fabio; Mota-Moya, Pau; Munday, Andrew; Romy, Sébastien

    2017-01-01

    Total extraperitoneal (TEP) hernia repair has been shown to offer less pain, shorter postoperative hospital stay and earlier return to work when compared to open surgery. Our institution routinely performs TEP procedures for patients with primary or recurrent inguinal hernias. The aim of this study was to show that supervised senior residents can safely perform TEP repairs in a teaching setting. All consecutive patients treated for inguinal hernias by laparoscopic approach from October 2008 to June 2012 were retrospectively analyzed from a prospective database. A total of 219 TEP repairs were performed on 171 patients: 123 unilateral and 48 bilateral. The mean patient age was 51.6 years with a standard deviation (SD) of ± 15.9. Supervised senior residents performed 171 (78 %) and staff surgeons 48 (22 %) TEP repairs, respectively. Thirty-day morbidity included cases of inguinal paresthesias (0.4 %, n = 1), umbilical hematomas (0.9 %, n = 2), superficial wound infections (0.9 %, n = 2), scrotal hematomas (2.7 %, n = 6), postoperative urinary retentions (2.7 %, n = 6), chronic pain syndromes (5 %, n = 11) and postoperative seromas (6.7 %, n = 14). Overall, complication rates were 18.7 % for staff surgeons and 19.3 % for residents (p = 0.83). For staff surgeons and residents, mean operative times for unilateral hernia repairs were 65 min (SD ± 18.9) and 77.6 min (SD ± 29.8) (p = 0.043), respectively, while mean operative times for bilateral repairs were 115 min (SD ± 40.1) and 103.6 (SD ± 25.9) (p = 0.05). TEP repair is a safe procedure when performed by supervised senior surgical trainees. Teaching of TEP should be routinely included in general surgery residency programs.

  3. Recognizing and Managing Complexity: Teaching Advanced Programming Concepts and Techniques Using the Zebra Puzzle

    OpenAIRE

    Xihui "Paul" Zhang; John D. Crabtree

    2015-01-01

    Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We present a classic brain teaser that is used to communicate and demonstrate advanced software development concepts and techniques. Our results show th...

  4. Computer-Assisted Instruction to Teach DOS Commands: A Pilot Study.

    Science.gov (United States)

    McWeeney, Mark G.

    1992-01-01

    Describes a computer-assisted instruction (CAI) program used to teach DOS commands. Pretest and posttest results for 65 graduate students using the program are reported, and it is concluded that the CAI program significantly aided the students. Sample screen displays for the program and several questions from the pre/posttest are included. (nine…

  5. An In-Depth Analysis of Teaching Themes and the Quality of Teaching in Higher Education: Evidence from the Programming Education Environments

    Science.gov (United States)

    Xia, Belle Selene

    2017-01-01

    Education research in computer science has emphasized the research of web-based learning environments as a result of the latest technological advancement in higher education. Our research aim is to offer new insights on the different teaching strategies in programming education both from a theoretical and empirical point of view as a response to…

  6. The Impact of Merit Pay on Teaching and Research Outcomes of Accounting Programs

    Science.gov (United States)

    Lindsay, David H.; Campbell, Annhenrie; Tan, Kim B.

    2012-01-01

    Basing the compensation of accounting professors on merit pay in order to encourage better teaching, research and service is controversial. This study uses data from a survey of the 852 accounting programs in the United States to empirically examine the influence of merit-based salary plans. Findings indicate a strong positive association between…

  7. [Cancer nursing care education programs: the effectiveness of different teaching methods].

    Science.gov (United States)

    Cheng, Yun-Ju; Kao, Yu-Hsiu

    2012-10-01

    In-service education affects the quality of cancer care directly. Using classroom teaching to deliver in-service education is often ineffective due to participants' large workload and shift requirements. This study evaluated the learning effectiveness of different teaching methods in the dimensions of knowledge, attitude, and learning satisfaction. This study used a quasi-experimental study design. Participants were cancer ward nurses working at one medical center in northern Taiwan. Participants were divided into an experimental group and control group. The experimental group took an e-learning course and the control group took a standard classroom course using the same basic course material. Researchers evaluated the learning efficacy of each group using a questionnaire based on the quality of cancer nursing care learning effectiveness scale. All participants answered the questionnaire once before and once after completing the course. (1) Post-test "knowledge" scores for both groups were significantly higher than pre-test scores for both groups. Post-test "attitude" scores were significantly higher for the control group, while the experimental group reported no significant change. (2) after a covariance analysis of the pre-test scores for both groups, the post-test score for the experimental group was significantly lower than the control group in the knowledge dimension. Post-test scores did not differ significantly from pre-test scores for either group in the attitude dimension. (3) Post-test satisfaction scores between the two groups did not differ significantly with regard to teaching methods. The e-learning method, however, was demonstrated as more flexible than the classroom teaching method. Study results demonstrate the importance of employing a variety of teaching methods to instruct clinical nursing staff. We suggest that both classroom teaching and e-learning instruction methods be used to enhance the quality of cancer nursing care education programs. We

  8. Institutional Services for Teaching Improvement

    Science.gov (United States)

    Lindquist, Jack

    1975-01-01

    A teaching improvement program is suggested that is based on four models now in use. Designed for individual, departmental, and institutional levels it includes diagnosis, help with problem-identification, linkage to new information, involvement of authorities, increase in organizational health, support for implementation, and more diagnosis. (JT)

  9. Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope. Programming for Students with Special Needs. Book 10

    Science.gov (United States)

    Clarren, Sandra G. Bernstein

    2004-01-01

    "Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope" is Book 10 in the Programming for Students with Special Needs series; a revision and expansion of the 1997 Alberta Learning teacher resource, "Teaching Students with Fetal Alcohol Syndrome and Possible Prenatal Alcohol-Related Effects."…

  10. Fuzzy Control Teaching Models

    Directory of Open Access Journals (Sweden)

    Klaus-Dietrich Kramer

    2016-05-01

    Full Text Available Many degree courses at technical universities include the subject of control systems engineering. As an addition to conventional approaches Fuzzy Control can be used to easily find control solutions for systems, even if they include nonlinearities. To support further educational training, models which represent a technical system to be controlled are required. These models have to represent the system in a transparent and easy cognizable manner. Furthermore, a programming tool is required that supports an easy Fuzzy Control development process, including the option to verify the results and tune the system behavior. In order to support the development process a graphical user interface is needed to display the fuzzy terms under real time conditions, especially with a debug system and trace functionality. The experiences with such a programming tool, the Fuzzy Control Design Tool (FHFCE Tool, and four fuzzy teaching models will be presented in this paper. The methodical and didactical objective in the utilization of these teaching models is to develop solution strategies using Computational Intelligence (CI applications for Fuzzy Controllers in order to analyze different algorithms of inference or defuzzyfication and to verify and tune those systems efficiently.

  11. Peer teaching as an educational tool in Pharmacy schools; fruitful or futile.

    Science.gov (United States)

    Aburahma, Mona Hassan; Mohamed, Heba Moustafa

    2017-11-01

    In the past decade, various health care programs have implemented diverse types of peer-assisted learning (PAL) programs, in particularly peer teaching (PT), due to their reported benefits for students (both those undertaking teaching and those being taught), teachers, and educational institutes. Unfortunately, peer teaching is still under-recognized in pharmacy programs worldwide when compared to other health care programs. The aim of this review is to provide an overview of the published literature centered on formal PT programs that are implemented in pharmacy schools. In addition, this review focuses on the methodologies adopted for peer teacher recruitment and training as well as the benefits gained by students (both those undertaking teaching and those being taught). The rationales behind PT implementation are recapitulated as well. Finally, a simple scheme for successful implementation of PT activity is provided to serve as a groundwork for educators. Pre-defined key terms were used to search for experimental peer teaching activities in pharmacy schools between January 2000 and June 2016. Titles were selected based on pre-set eligibility criteria. Only complete research articles with clear design and evaluation sections were included in this review. Studies about inter-professional peer teaching activities between pharmacy students and other healthcare professions were also included. Six relevant educational research articles containing peer teaching activities were included. A lot of variety exists between different pharmacy courses implementing PT, the format/setting of PT, how peer teachers are selected, and how training and evaluation are implemented. The studies reviewed confirmed that PT was well received by most of the students and had a positive impact on their learning outcome. These findings cannot be generalized due to the insufficient number of studies published beside their methodological limitations and inadequate descriptions of the PT format

  12. CMX: The Effects of an Educational MMORPG on Learning and Teaching Computer Programming

    Science.gov (United States)

    Malliarakis, Christos; Satratzemi, Maya; Xinogalos, Stelios

    2017-01-01

    Computer programming has for decades posed several difficulties for students of all educational levels. A number of teaching approaches have been proposed over the years but none seems to fulfil the needs of students nowadays. Students use computers mainly for playing games and the Internet and as quite a few researchers state this aspect of…

  13. 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…

  14. An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

    Science.gov (United States)

    Siregar, Nurhafni

    2017-01-01

    The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening…

  15. Teaching Sexual History-Taking Skills Using the Sexual Events Classification System

    Science.gov (United States)

    Fidler, Donald C.; Petri, Justin Daniel; Chapman, Mark

    2010-01-01

    Objective: The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Methods: Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents'…

  16. Teaching WWERs at Hacettepe University Nuclear Engineering Department in Turkey

    International Nuclear Information System (INIS)

    Ergun, S.

    2011-01-01

    In this study, the challenges faced in the teaching WWER design for the reactor engineering course, which is taught in the Hcettepe University Nuclear Engineering Department are discussed. Since the course is designated taking a western reactor design into account, the computer programs and class projects prepared for the course include models and correlations suitable for these designs. The attempts for modifying the course and developing codes or programs for the course become a challenge especially in finding proper information sources on design in English. From finding proper material properties to exploring the design ideas, teaching WWER designs and using analysis tools for better teaching are very important to modify the reactor engineering course. With the study presented here, the reactor engineering course taught is described, the teaching tools are listed and attempts of modifying the course to teach and analyze WWER designs are explained

  17. An Alternative Avenue to Teacher Certification: A Cost Analysis of the Pathways to Teaching Careers Program.

    Science.gov (United States)

    Rice, Jennifer King; Brent, Brian O.

    2002-01-01

    Analyzes cost effectiveness of the Pathways to Teaching Careers, a program that supports an alternative route to university-based teacher certification primarily for noncertified teachers, paraprofessionals, and Peace Corps volunteers. (PKP)

  18. The teaching of evolution in Portugal in the early 20th century through the programs and textbooks of Zoology

    Directory of Open Access Journals (Sweden)

    Bento CAVADAS

    2011-11-01

    Full Text Available The teaching of evolution in the Portuguese secondary schools is not yet fully understood. This research aimed to contribute to this clarification, in the framework of the history of the curriculum and the biology subject, by showing the expressions of the evolutionism teaching in the first three decades of the twentieth century. To this end we analyzed the programs of Zoology of 1905 and 1919, as well as two textbooks, entitled «Lições de Zoologia» and written by Bernardo Aires in accordance with these programs. This analysis showed that the study of evolution, eliminated from the program in 1905, was again recognized in the program in 1919. In textbooks, the exposure of evolution focused on the subject of evolution, in the grounds of competition and natural selection, adaptation, the biogenetic law and the essential differences between Lamarckism and Darwinism. The comparative study of these textbooks showed that the text which addresses the evolution is essentially Darwinian. However, neoLamarckians sections have been identified that show the influence of the «eclipse of Darwinism» on the teaching of evolutionism.

  19. Strategies to teach alternative and complementary therapies in nursing: an integrative review

    Directory of Open Access Journals (Sweden)

    Natália Chantal Magalhães da Silva

    2013-12-01

    Full Text Available The lack of discussions that clarify the teaching of alternative and complementary therapies in undergraduate nursing programs shows the need for developing research on this topic. The objective of this study was to identify, in scientific literature, the strategies for teaching alternative and complementary therapies in nursing undergraduate programs. The guiding methodology used was integrative review. The search was performed on SCIENCE DIRECT, LILACS and MEDLINE databases. According to the articles included in this study, the proposals for including these therapies in the program are by: lectures, theoretical courses and discussion groups. However, studies should be conducted to confirm the efficacy of these strategies so these therapeutic methods can be included in the Pedagogical Political Project of the nursing undergraduate program, thus allowing for the consolidation of those practices. Descriptors: Education, Nursing; Education, Higher; Complementary Therapies.

  20. Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image

    Science.gov (United States)

    Gatlin, Todd Adam

    Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction at research based universities. They teach almost all undergraduate chemistry laboratory courses. However, their role in laboratory instruction has often been overlooked in educational research. Interest in chemistry GTAs has been placed on training and their perceived expectations, but less attention has been paid to their experiences or their potential benefits from teaching. This work was designed to investigate GTAs' experiences in and benefits from laboratory instructional environments. This dissertation includes three related studies on GTAs' experiences teaching in general chemistry laboratories. Qualitative methods were used for each study. First, phenomenological analysis was used to explore GTAs' experiences in an expository laboratory program. Post-teaching interviews were the primary data source. GTAs experiences were described in three dimensions: doing, knowing, and transferring. Gains available to GTAs revolved around general teaching skills. However, no gains specifically related to scientific development were found in this laboratory format. Case-study methods were used to explore and illustrate ways GTAs develop a GTA self-image---the way they see themselves as instructors. Two general chemistry laboratory programs that represent two very different instructional frameworks were chosen for the context of this study. The first program used a cooperative project-based approach. The second program used weekly, verification-type activities. End of the semester interviews were collected and served as the primary data source. A follow-up case study of a new cohort of GTAs in the cooperative problem-based laboratory was undertaken to investigate changes in GTAs' self-images over the course of one semester. Pre-semester and post-semester interviews served as the primary data source. Findings suggest that GTAs' construction of their self-image is shaped through the

  1. Understanding Notional Machines through Traditional Teaching with Conceptual Contraposition and Program Memory Tracing

    Directory of Open Access Journals (Sweden)

    Jeisson Hidalgo-Céspedes

    2016-08-01

    Full Text Available A correct understanding about how computers run code is mandatory in order to effectively learn to program. Lectures have historically been used in programming courses to teach how computers execute code, and students are assessed through traditional evaluation methods, such as exams. Constructivism learning theory objects to students’ passiveness during lessons, and traditional quantitative methods for evaluating a complex cognitive process such as understanding. Constructivism proposes complimentary techniques, such as conceptual contraposition and colloquies. We enriched lectures of a “Programming II” (CS2 course combining conceptual contraposition with program memory tracing, then we evaluated students’ understanding of programming concepts through colloquies. Results revealed that these techniques applied to the lecture are insufficient to help students develop satisfactory mental models of the C++ notional machine, and colloquies behaved as the most comprehensive traditional evaluations conducted in the course.

  2. Teaching innovation is social interaction

    DEFF Research Database (Denmark)

    Petersen, Monika Hoeck; Olsen, Bente

    2015-01-01

    The paper aims to explore how teaching practitioners teach innovation – by cross comparing the local nursing college innovation program and the innovation teaching at the bachelor program in Mechatronic engineering at the local University; to explore and develop attention points in understanding ...... that emerging entrepreneurial attitudes are linked to the social processes of interaction between the participants of teachers and students....

  3. Teaching Accessibility Standards to Generation Y Students

    Science.gov (United States)

    Klitzing, Sandra

    2011-01-01

    The Americans with Disabilities Act (ADA) of 1990 mandated that facilities and programs are accessible, so people with disabilities can be included in all aspects of community life including recreation (Dattilo, 2002). Understanding accessibility standards is not an easy task. Educators are faced with the challenge of teaching technical content,…

  4. Complementary Machine Intelligence and Human Intelligence in Virtual Teaching Assistant for Tutoring Program Tracing

    Science.gov (United States)

    Chou, Chih-Yueh; Huang, Bau-Hung; Lin, Chi-Jen

    2011-01-01

    This study proposes a virtual teaching assistant (VTA) to share teacher tutoring tasks in helping students practice program tracing and proposes two mechanisms of complementing machine intelligence and human intelligence to develop the VTA. The first mechanism applies machine intelligence to extend human intelligence (teacher answers) to evaluate…

  5. EFFECTIVENESS OF A PROGRAMED TEXT IN TEACHING GYNECOLOGIC ONCOLOGY TO JUNIOR MEDICAL STUDENTS, A SOURCE BOOK ON THE DEVELOPMENT OF PROGRAMED MATERIALS FOR USE IN A CLINICAL DISCIPLINE.

    Science.gov (United States)

    WILDS, PRESTON L.; ZACHERT, VIRGINIA

    THIS REPORT DESCRIBES A STUDY TO DETERMINE WHETHER PROGRAMED INSTRUCTION COULD BE USED TO IMPROVE THE TEACHING OF THE MANAGEMENT OF PATIENTS WITH GYNECOLOGIC NEOPLASMS TO JUNIOR MEDICAL STUDENTS. TWO PROGRAMED TEXTS WERE PREPARED--(1) A "CONTENT" TEXT, AN 830-FRAME LINEARLY PROGRAMED TEXT DESIGNED TO REPLACE CONVENTIONAL CLASSROOM…

  6. Teaching citizen science skills online: Implications for invasive species training programs

    Science.gov (United States)

    Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

    2010-01-01

    Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

  7. Strategies for teaching and learning vocabulary

    Directory of Open Access Journals (Sweden)

    Feng Teng

    2014-11-01

    Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

  8. Training the Next Generation of Teaching Professors: A Comparative Study of Ph.D. Programs in Political Science

    Science.gov (United States)

    Ishiyama, John; Miles, Tom; Balarezo, Christine

    2010-01-01

    In this article, we investigate the graduate curricula of political science programs and 122 Ph.D.-granting political science programs in the United States and how they seek to prepare political science teachers. We first investigate whether the department offers a dedicated political science course at the graduate level on college teaching, and…

  9. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

    Directory of Open Access Journals (Sweden)

    Julie B. Damp

    2016-01-01

    Full Text Available Introduction The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. Methods Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. Results A total of 82% of faculty ( N = 41 attended. Participants rated workshops highly (mean, 4.43/5.00. Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops ( P = 0.042. Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation.

  10. Faculty Development on Clinical Teaching Skills: An Effective Model for the Busy Clinician

    Science.gov (United States)

    Damp, Julie B.; Dewey, Charlene M.; Wells, Quinn; Horn, Leora; Kroop, Susan F.; Mendes, Lisa

    2016-01-01

    Introduction The authors developed and evaluated a faculty development program on clinical teaching skills to address barriers to participation and to impact teaching behaviors. Methods Four one-hour workshops were implemented over five months. Evaluation included participant satisfaction and pre/post self-assessment. Pre/post faculty teaching ratings by trainees were compared. Results A total of 82% of faculty (N = 41) attended. Participants rated workshops highly (mean, 4.43/5.00). Self-assessment of skills and comfort with teaching activities improved. A total of 59% of residents and 40% of fellows felt that teaching received from participating faculty was highly effective. The majority observed targeted teaching behaviors by the faculty. Teaching ratings improved after the workshops (P = 0.042). Conclusion Our series of short workshops during a standing conference time was associated with increased self-assessed skill and comfort and an increase in faculty ratings on teaching evaluations. Effective faculty development programs can be implemented in flexible formats and overcome common barriers to participation. PMID:29349327

  11. FTA Training Programs: Searching for Appropriate Teaching Styles.

    Science.gov (United States)

    Byrd, Patricia; Constantinides, Janet C.

    1988-01-01

    In addition to acquiring communicative competence, teaching assistants who speak English as a second language must learn human relations skills, and how to teach content through appropriate teaching methods and skills that will help them bridge the cultural and language differences they experience in U.S. institutions of higher education. (CB)

  12. Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review

    Science.gov (United States)

    Jeronen, Eila; Palmberg, Irmeli; Yli-Panula, Eija

    2017-01-01

    There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education…

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

    Directory of Open Access Journals (Sweden)

    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.

  14. Case Study Analyses of the Impact of Flipped Learning in Teaching Programming Robots

    Directory of Open Access Journals (Sweden)

    Majlinda Fetaji

    2016-11-01

    Full Text Available The focus of the research study was to investigate and find out the benefits of the flipped learning pedagogy on the student learning in teaching programming Robotics classes. Also, the assessment of whether it has any advantages over the traditional teaching methods in computer sciences. Assessment of learners on their attitudes, motivation, and effectiveness when using flipped classroom compared with traditional classroom has been realized. The research questions investigated are: “What kind of problems can we face when we have robotics classes in the traditional methods?”, “If we applied flipped learning method, can we solve these problems?”. In order to analyze all this, a case study experiment was realized and insights as well as recommendations are presented.

  15. Newly qualified teachers' visions of science learning and teaching

    Science.gov (United States)

    Roberts, Deborah L.

    2011-12-01

    This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

  16. Graduate Student Perspectives of Interdisciplinary and Disciplinary Programming for Teaching Development

    Directory of Open Access Journals (Sweden)

    Katherine E. Bishop-Williams

    2017-12-01

    Full Text Available Interdisciplinary (i.e., university-wide programming and disciplinary (i.e., programming open to participants from one college or department teaching development programs for graduate students have been used for many years in higher education. Currently, research on the benefits of these teaching models remains scant in terms of a contextualized understanding, and empirical studies are needed. The purpose of this study was to determine graduate students’ perspectives related to interdisciplinary and disciplinary teaching and learning experiences. Two online surveys were used: a quantitative survey and a qualitative follow-up survey. Three participatory focus groups were also conducted to allow for further in-depth exploration in both an interdisciplinary and disciplinary group setting that represented seven distinct colleges. Statistical and thematic analyses were conducted with survey responses, and thematic analyses were conducted on focus group data. Similar themes emerged from the survey and focus group data identifying perceived benefits of participation in either interdisciplinary or disciplinary teaching development. Respondents’ perceived benefits were related to: (a becoming a better teacher; (b social learning; and (c that while the perceived benefits of the models vary, the outcomes of both experiences are shared. The lived experiences of these graduate students expand the characterization of interdisciplinary and disciplinary programming. This study points to the need for graduate student programs—specifically teaching development offered by educational development units—to provide both interdisciplinary and disciplinary teaching development opportunities that achieve a blend of benefits for learners. Les programmes interdisciplinaires (c’est-à-dire les programmes offerts à l’échelle de l’université et disciplinaires (c’est-à-dire ceux qui sont ouverts aux participants d’un collège ou d’un département de

  17. 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)

  18. Differences in Motivation of Choosing Teaching as a Profession Among Teacher Trainees of STEM and Non-STEM Study Programs

    Directory of Open Access Journals (Sweden)

    Robert Tomšik

    2017-05-01

    Full Text Available Due to relatively easy step into the teaching study programs in the Slovak Republic, universities accept students who don’t have intrinsic interest in teaching and developing their competencies, such as narrativity, creative and critical thinking. The aim of the paper is to identify differences in motivation of career choice among students of different study programs. Specifically, we focus on the differences in the types of motivation among teacher trainees of STEM and non-STEM study programs. The types of motivation were surveyed on a sample of 460 teacher trainee students using SMVUP3-S questionnaire. The study has found a significant difference between the research groups in following types of motivation: alternative choice, competence and work with youth.

  19. Feminist Teaching in University Physical Education Programs.

    Science.gov (United States)

    Bain, Linda L.; And Others

    1991-01-01

    Examines feminist teaching in university physical education. Three articles describe the personal experiences of physical educators who try to teach in ways that promote equality. The articles focus on social diversity and justice and feminist pedagogy in the sport sciences and physical education. (SM)

  20. The Opinions of Masters Students about the Learning Program in the Field of Teaching Turkish to Foreigners

    Science.gov (United States)

    Kilinç, Hasan Huseyin

    2015-01-01

    The purpose of this study is to determine the opinions of Master students about the learning program in the field of teaching Turkish to foreigners. In the study, case study design which is one of the qualitative research methods was used. The population of the study consists of students studying in the Master program with thesis of Teaching…

  1. Yes!: Rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?"

    Science.gov (United States)

    Rousseau, Denise M.

    2016-01-01

    In this rejoinder to, "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" (Marx, Garcia, Butterfield, Kappen, and Baldwin 2015), the author responds in agreement to the question raised regarding the lack of teaching preparation in business schools. This commentary offers suggestions to…

  2. Teaching Technical Writing and Editing -- In-House Programs That Work. Anthology Series No. 5.

    Science.gov (United States)

    Shaw, James G., Ed.

    The 12 articles in this publication provide indepth treatment of important aspects of in-house training programs for technical writing and editing. The articles deal with the following topics: the value of an in-house writing course, teaching in industry, developing an in-house writing course for engineers and scientists, a new approach to…

  3. CONSERVATION STARTERS IN ENGLISH TEACHING

    Directory of Open Access Journals (Sweden)

    Amir Sisbiyanto

    2017-04-01

    Full Text Available The global issue of environment which needs specific attention has made all countries think about possible solution or creative responses. Indonesia, which is in the process of boosting its economy and people‘s prosperity, is inevitably prone to industrial exposure that leads the country to environmental-deterioration. Consequently, environment should be prioritized in the national-development design. This issue has actually been positively responded by the Indonesian authority of national education program with one of the spirits of curriculum 2013, that is to integrate characters, including ‗caring for the environment‘, in the teaching of discrete subjects including English. However, the theme concerning environmental awareness, though explicitly mentioned in the curriculum, seems to still be ignored by some English teachers due to their being badly preoccupied with the stage of understanding/interpreting the newly-implemented curriculum itself. To fill the gap, this paper tries to offer alternative techniques called ‗conservation starters‘ to be used in English teaching & learning. The techniques are modified from some already familiar activities such as ‗find someone who‘, ‗hunting‘, and ‗word description‘ games. It is expected that the techniques can help English teachers improve students‘ motivation in getting engaged to the English teaching & learning programs, introduce students to environmental issues, and, finally, improve students‘ achievement.

  4. Alternate methods to teach history of anesthesia.

    Science.gov (United States)

    Desai, Manisha S; Desai, Sukumar P

    2014-02-01

    Residency programs in anesthesiology in the United States struggle to balance the conflicting needs of formal didactic sessions, clinical teaching, and clinical service obligations. As a consequence of the explosion in knowledge about basic and applied sciences related to our specialty, residents and fellows are expected to make substantial efforts to supplement formal lectures with self-study. There is strong evidence to suggest that members of the younger generation use nontraditional methods to acquire information. Although training programs are not required to include topics related to history of anesthesia (HOA) in the didactic curriculum, and despite the fact that such knowledge does not directly impact clinical care, many programs include such lectures and discussions. We describe and discuss our experience with 3 alternate modalities of teaching HOA.First, we provide brief descriptions of HOA-related historical narratives and novels within the domain of popular literature, rather than those that might be considered textbooks. Second, we analyze content in movies and videodiscs dealing with HOA and determine their utility as educational resources. Third, we describe HOA tours to sites in close proximity to our institutions, as well as those in locations elsewhere in the United States and abroad.We suggest that informal HOA teaching can be implemented by every residency program without much effort and without taking away from the traditional curriculum. Participating in this unique and enriching experience may be a means of academic advancement. It is our hope and expectation that graduates from programs that incorporate such exposure to HOA become advocates of history and may choose to devote a part of their academic career toward exploration of HOA.

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

    Directory of Open Access Journals (Sweden)

    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.

  6. Teaching in a foreign language

    DEFF Research Database (Denmark)

    Preisler, Bent

    2008-01-01

    to teach in English, after always teaching in their mother tongue in the past? This paper introduces some of the issues in a presentation of three "teacher voices of the international university" in Denmark - pointing out, in particular, some of the theoretical and methodological difficulties......The internationalization of universities puts pressure on all educational programs to use English as the language of instruction. Therefore research on the internationalization of universities in EFL countries[1] should obviously include a strong (though far from exclusive) focus on the impact...... of English. This paper is an example of this, focusing specifically on teacher discourse in an English-language context at a Danish university. It is part of the preparation for a project investigating the relationship between linguistic performance and academic authority for university teachers teaching...

  7. 41 CFR 301-73.1 - What does the Federal travel management program include?

    Science.gov (United States)

    2010-07-01

    ... 41 Public Contracts and Property Management 4 2010-07-01 2010-07-01 false What does the Federal travel management program include? 301-73.1 Section 301-73.1 Public Contracts and Property Management... PROGRAMS General Rules § 301-73.1 What does the Federal travel management program include? The Federal...

  8. A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

    Directory of Open Access Journals (Sweden)

    Megan Boysen-Osborn

    2016-07-01

    Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions. Objectives: By the end of this workshop, the learner will: 1 describe eight teaching techniques that encourage active learning during didactic sessions; 2 plan a didactic session using at least one of eight new teaching techniques for didactic instruction. Methods: This educational session is uses several blended instructional methods, including team-based learning (classic and modified, the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.

  9. The Experience of Teaching Online in Nursing Education.

    Science.gov (United States)

    Gazza, Elizabeth A

    2017-06-01

    Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.

  10. The Teaching of Ethics in Advertising Curricula: An Analysis of ACEJMC Accredited and Non-Accredited Programs and Programs in Business Administration.

    Science.gov (United States)

    Ardoin, Birthney

    A survey was taken to find answers to questions being asked by the Accrediting Council on Education in Journalism and Mass Communication (ACEJMC) about the teaching of ethics. A questionnaire was mailed to the 90 advertising programs listed in the 1983 edition of "Where Shall I Go to College to Study Advertising?" to determine where ethics was…

  11. Teaching Advanced Operation of an iPod-Based Speech-Generating Device to Two Students with Autism Spectrum Disorders

    Science.gov (United States)

    Achmadi, Donna; Kagohara, Debora M.; van der Meer, Larah; O'Reilly, Mark F.; Lancioni, Giulio E.; Sutherland, Dean; Lang, Russell; Marschik, Peter B.; Green, Vanessa A.; Sigafoos, Jeff

    2012-01-01

    We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention…

  12. Practical goal programming

    CERN Document Server

    Jones, Dylan

    2010-01-01

    This book and its treatment of goal programming will help organizations meet targets and objectives. The book includes many worked-out examples and tutorial exercises, and is designed to demostrate and teach its readers good modeling practice.

  13. Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

    Directory of Open Access Journals (Sweden)

    Ramona Meraz Lewis

    2016-11-01

    Full Text Available Aim/Purpose\tThe purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background\tIncreasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology\tThis qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings\tThe findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research\tOur research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of

  14. Examples of Pre-College Programs that Teach Sustainability

    Science.gov (United States)

    Passow, M. J.

    2015-12-01

    Programs to help pre-college students understand the importance of Sustainability can be found around the world. A key feature for many is the collaboration among educators, researchers, and business. Two examples will be described to indicate what is being done and goals for the future. "Educação para a Sustentabilidade" ("Education for Sustainability", http://sustentabilidade.colband.net.br/) developed at the Colegio Bandeirantes in Sao Paulo, Brazil, is a popular extracurricular offering at one of Brazil's top schools that empowers students to investigate major issues facing their country and the world. They recognized that merely knowing is insufficient, so they have created several efforts towards an "environmentally friendly, socially just, and economically viable" world. The Education Project for Sustainability Science interacts with students in various grade levels within the school, participates in sustainability initiatives in other parts of the nation, and communicates electronically with like-minded programs in other countries. A second example will spotlight the CHANGE Viewer (Climate and Health Analysis for Global Education Viewer, http://climatechangehumanhealth.org/), a visualization tool that uses NASA World Wind to explore climate science through socio-economic datasets. Collaboration among scientists, programmers, and classroom educators created a suite of activities available to teach about Food Security, Water Resources, Rising Sea Level, and other themes.

  15. Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty.

    Science.gov (United States)

    Smeltzer, Suzanne C; Cantrell, Mary Ann; Sharts-Hopko, Nancy C; Heverly, Mary Ann; Jenkinson, Amanda; Nthenge, Serah

    2016-01-01

    This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research. Copyright © 2016 Elsevier Inc. All rights reserved.

  16. Analysis of application for situational teaching method in tourism English teaching

    Directory of Open Access Journals (Sweden)

    Li Jing

    2016-01-01

    Full Text Available Faced with China’s English teaching problems today, it is not enough to just know that the situational teaching method can be effectively applied in a wide range of English teaching, but there is a must to embody the specific application value of the situational teaching method. This paper first analyzes tourism English teaching in China through establishing the quantifiable group-index hierarchical structure model to obtain the optimal training program of China’s tourism English talents, and then carries out a detailed analysis of the application and role of the situational teaching method in training of the tourism English ability to obtain the specific application scope and application value of the situational teaching method in the tourism English teaching.

  17. Improving teaching on the basis of student evaluation: integrative teaching consultation.

    Science.gov (United States)

    Wibbecke, Gerald; Kahmann, Janine; Pignotti, Tanja; Altenberger, Leander; Kadmon, Martina

    2015-01-01

    Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher's reflection and own objectives to improve their teaching as well as data from students ratings. Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher. The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  18. Simulator program as a form of implementation of electronic teaching tools for self-study of foreign students at the stage of pre-university training

    Directory of Open Access Journals (Sweden)

    Andriy O. Savel'ev

    2015-06-01

    Full Text Available Questions of empowerment the organization of classroom and extracurricular self-study of foreign students at the stage of pre-university training through the implementation of electronic teaching tools as a component of computer training facilities in educational process are considered. Classification of modern electronic teaching tools as a component of computer hardware training, developed on the basis of modern information and communication technologies is offered. Version of program-simulator "Introductory course" is offered. The program is created by means of WEB-programming and uses training material of introductory course. Introductory course is one of the most important elements of teaching of scientific style of speech within the language training for the foreign students at the preparatory faculty.

  19. Preparing clinical laboratory science students with teaching skills.

    Science.gov (United States)

    Isabel, Jeanne M

    2010-01-01

    Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

  20. Teacher Training and Pre-Service Primary Teachers' Self-Efficacy for Science Teaching

    Science.gov (United States)

    Velthuis, Chantal; Fisser, Petra; Pieters, Jules

    2014-01-01

    This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for…

  1. The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities Including Visual Impairment

    Science.gov (United States)

    Ali, Emad

    2009-01-01

    The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers &…

  2. [Evaluation of a teaching program of nutrition in agronomy].

    Science.gov (United States)

    Olivares, S; Andrade, M; Harper, L; Kain, J; Eskenazi, M E; Sánchez, F; Domínguez, J I; Valiente, S

    1985-06-01

    The purpose of this study was to evaluate a set of teaching materials on food, nutrition and agriculture, adapted at the Institute of Nutrition and Food Technology (INTA), University of Chile, within the scope of a project with AID and the School of Agronomy of the Chilean Catholic University (U. C.) aimed at incorporating the teaching of human nutrition into the curriculum of Latin American agronomists. A one semester course (54 hours) was given to 22 students of the 7th semester of Agronomy and two Ecuatorian agronomists (with AID scholarships). A set of knowledge evaluation instruments was applied at the beginning and at the end of the course. A total of 83.3% of the students passed the final examination (with more than 75% of correct answers). The difference between the initial and final performance was highly significant (p less than 0.001). According to the students' and teachers' opinions, the general textbook and the teachers book contributed effectively to meet the learning objectives whereas the students handbook needed some modifications. In conclusion, the program is an important contribution to the education of agronomists in a new conception of their role in regard to improvement of the nutritional status and quality of life of the rural population. With a few minor modifications, a final version to be used in the countries of the Region, shall soon become available.

  3. Teaching Basic Cooking Skills: Evaluation of the North Carolina Extension "Cook Smart, Eat Smart" Program

    Science.gov (United States)

    Dunn, Carolyn; Jayaratne, K. S. U.; Baughman, Kristen; Levine, Katrina

    2014-01-01

    Cook Smart, Eat Smart (CSES) is a 12-hour cooking school that teaches participants to prepare nutritious, delicious food using simple, healthy preparation techniques, basic ingredients, and minimal equipment. The purpose of this evaluation was to examine the impact of CSES on food preparation and meal consumption behavior. Program outcomes include…

  4. Professional development in college science teaching

    Science.gov (United States)

    Thomas, Aimee Kathryn

    Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

  5. Are Self-study Procedural Teaching Methods Effective? A Pilot Study of a Family Medicine Residency Program.

    Science.gov (United States)

    Deffenbacher, Brandy; Langner, Shannon; Khodaee, Morteza

    2017-11-01

    A family medicine residency is a unique training environment where residents are exposed to care in multiple settings, across all ages. Procedures are an integral part of family medicine practice. Family medicine residency (FMR) programs are tasked with the job of teaching these skills at a level of intensity and frequency that allows a resident to achieve competency of such skills. In an environment that is limited by work hour restrictions, self-study teaching methods are one way to ensure all residents receive the fundamental knowledge of how to perform procedures. We developed and evaluated the efficacy of a self-study procedure teaching method and procedure evaluation checklist. A self-study procedure teaching intervention was created, consisting of instructional articles and videos on three procedures. To assess the efficacy of the intervention, and the competency of the residents, pre- and postintervention procedure performance sessions were completed. These sessions were reviewed and scored using a standardized procedure performance checklist. All 24 residents participated in the study. Overall, the resident procedure knowledge increased on two of the three procedures studied, and ability to perform procedure according to expert-validated checklist improved significantly on all procedures. A self-study intervention is a simple but effective way to increase and improve procedure training in a way that fits the complex scheduling needs of a residency training program. In addition, this study demonstrates that the procedure performance checklists are a simple and reliable way to increase assessment of resident procedure performance skills in a residency setting.

  6. Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

    Science.gov (United States)

    Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

    2018-01-01

    Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

  7. Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

    Science.gov (United States)

    Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

    2013-01-01

    This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

  8. Facilitated Learning to Advance Geriatrics: Increasing the Capacity of Nurse Faculty to Teach Students About Caring for Older Adults.

    Science.gov (United States)

    Krichbaum, Kathleen; Kaas, Merrie J; Wyman, Jean F; Van Son, Catherine R

    2015-06-01

    The Facilitated Learning to Advance Geriatrics program (FLAG) was designed to increase the numbers of nurse faculty in prelicensure programs with basic knowledge about aging and teaching effectiveness to prepare students to provide safe, high quality care for older adults. Using a framework to improve transfer of learning, FLAG was designed to include: (a) a workshop to increase basic knowledge of aging and common geriatric syndromes, and effective use of evidence-based teaching/learning strategies; (b) a year-long mentoring program to support application of workshop learning and leading change in participants' schools to ensure that geriatrics is a priority. Both formative and summative evaluation methods were used, and included self-assessment of objectives, program satisfaction, and teaching self-efficacy. FLAG achieved its overall purpose by enrolling 152 participants from 19 states including 23 faculty from associate degree programs and 102 from baccalaureate programs. Self-rated teaching effectiveness improved significantly from pre- to post-workshop each year. Achievement of learning objectives was rated highly as was satisfaction. Transfer of learning was evidenced by implementation of educational projects in home schools supported by mentoring. The FLAG program provided opportunities for nurse educators to learn to teach geriatrics more effectively and to transfer learning to their work environment. Future FLAG programs will be offered in a shortened format, incorporating online content and strategies, adding other health professionals to the audience with the same goal of increasing the knowledge and abilities of educators to prepare learners to provide competent care for older adults. © The Author 2015. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  9. Social and Emotional Learning through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys

    Science.gov (United States)

    Gordon, Barrie; Jacobs, Jenn M.; Wright, Paul M.

    2016-01-01

    This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly…

  10. Paradigms of artificial intelligence programming case studies in common Lisp

    CERN Document Server

    Norvig, Peter

    1991-01-01

    Paradigms of AI Programming is the first text to teach advanced Common Lisp techniques in the context of building major AI systems. By reconstructing authentic, complex AI programs using state-of-the-art Common Lisp, the book teaches students and professionals how to build and debug robust practical programs, while demonstrating superior programming style and important AI concepts. The author strongly emphasizes the practical performance issues involved in writing real working programs of significant size. Chapters on troubleshooting and efficiency are included, along with a discussion of th

  11. The identification of teaching interactions used in one-to-one teaching of number in the early years of schooling

    Directory of Open Access Journals (Sweden)

    Bronwyn Ewing

    2016-12-01

    Full Text Available This research paper reports on phase one of an investigation of video recorded intensive one-to-one teaching interactions with 6–7-year-old students who were in their second year of schooling in Australia and identified by the their teacher as low attaining in early number. The two-phased study from which this paper emerges was originally conducted in 1998 as part of my Bachelor of Teaching Honours (Research program at Southern Cross University Lismore, New South Wales. That study identified teaching interactions particularly suited to one-to-one teaching in the Maths Recovery Program, a program designed for these students who were at risk of failure in early number. Since that time a great deal has not changed with limited literature available that comprehensively reports on teaching interactions in intensive one-to-one settings. Revisiting the original study is considered timely given the increasing number of withdrawal and intensive programs now funded and adopted by schools and yet, rarely reported on in terms of the effectiveness of the teaching interactions that occur in such settings. This paper then presents a discussion of a preliminary series of teaching interactions that either positively and or negatively influence an intensive one-to-one teaching and learning setting.

  12. Improving teaching on the basis of student evaluation: Integrative teaching consultation

    Directory of Open Access Journals (Sweden)

    Wibbecke, Gerald

    2015-02-01

    Full Text Available Objective: Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher’s reflection and own objectives to improve their teaching as well as data from students ratings.Methods: Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher.Results: The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Conclusion: Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

  13. 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

  14. Perspectives on learning, learning to teach and teaching elementary science

    Science.gov (United States)

    Avraamidou, Lucy

    The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

  15. Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

    Science.gov (United States)

    Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

    2015-01-01

    The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

  16. The teaching about the care of the elderly in nursing training: the situation in Portugal

    Directory of Open Access Journals (Sweden)

    Silvana Sidney Costa Santos

    2013-09-01

    Full Text Available This paper aims to look at the teaching situation of the nursing undergraduate degree’s courses about eldercare in Portugal. A documentary research on the teaching programs in 39 nursing schools, 26 schools presented syllabus units related to the topic ‘eldercare’ and in eight of these schools the contents of the units were identified. Using textual analysis and from the categories we concluded that the teaching regarding eldercare for the nurse training in Portugal is focused on hospital care; it is directed to the adult/elderly/family; it explores the definitions related to the aging process; it explores community issues, legislation and research. People responsible for the design/monitoring of teaching programs should include teaching regarding eldercare in the nurse training, considering that the elder population is increasing in Portugal.

  17. Development of the teaching simulator based on animated film to strengthening pedagogical competencies of prospective teachers

    Science.gov (United States)

    Fatimah, Siti; Setiawan, Wawan; Kusnendar, Jajang; Rasim, Junaeti, Enjun; Anggraeni, Ria

    2017-05-01

    Debriefing of pedagogical competence through both theory and practice which became a requirement for prospective teachers were through micro teaching and teaching practice program. But, some reports from the partner schools stated that the participants of teaching practice program have not well prepared on implementing the learning in the classroom because of lacking the debriefing. In line with the development of information technology, it is very possible to develop a media briefing of pedagogical competencies for prospective teachers through an application so that they can use it anytime and anywhere. This study was one answer to the problem of unpreparedness participants of the teaching practice program. This study developed a teaching simulator, which was an application for learning simulation with the animated film to enhance the professional pedagogical competence prospective teachers. By the application of this teaching simulator, students as prospective teacher could test their own pedagogic competence through learning models with different varied characteristics of students. Teaching Simulator has been equipped with features that allow users to be able to explore the quality of teaching techniques that they employ for the teaching and learning activities in the classroom. These features included the election approaches, the student's character, learning materials, questioning techniques, discussion, and evaluation. Teaching simulator application provided the ease of prospective teachers or teachers in implementing the development of lessons for practice in the classroom. Applications that have been developed to apply simulation models allow users to freely manage a lesson. Development of teaching simulator application was passed through the stages which include needs assessment, design, coding, testing, revision, improvement, grading, and packaging. The application of teaching simulator was also enriched with some real instructional video as a comparison

  18. Reflections on Teaching App Inventor for Non-Beginner Programmers: Issues, Challenges and Opportunities

    Science.gov (United States)

    Soares, Andrey

    2014-01-01

    App Inventor has been used successfully to teach introduction to programming course for CS/IS/IT and Non-CS majors. Now, researchers are looking on how to include the tool in the curriculum of more advanced computing courses. This paper presents some Issues, Challenges and Opportunities observed while teaching courses on Mobile Application…

  19. New teaching methods in use at UC Irvine's optical engineering and instrument design programs

    Science.gov (United States)

    Silberman, Donn M.; Rowe, T. Scott; Jo, Joshua; Dimas, David

    2012-10-01

    New teaching methods reach geographically dispersed students with advances in Distance Education. Capabilities include a new "Hybrid" teaching method with an instructor in a classroom and a live WebEx simulcast for remote students. Our Distance Education Geometric and Physical Optics courses include Hands-On Optics experiments. Low cost laboratory kits have been developed and YouTube type video recordings of the instructor using these tools guide the students through their labs. A weekly "Office Hour" has been developed using WebEx and a Live Webcam the instructor uses to display his live writings from his notebook for answering students' questions.

  20. Teaching Tourism Change Agents

    DEFF Research Database (Denmark)

    Stilling Blichfeldt, Bodil; Kvistgaard, Hans-Peter; Hird, John

    2017-01-01

    course that is part of a Tourism Master’s program, where a major challenge is not only to teach students about change and change agents, but to teach them how change feels and ho w to become change agents. The c hange management course contains an experiment inspired by experiential teaching literature...... change in tourism in the future....

  1. The Effects of Doctoral Teaching Development on Early-Career STEM Scholars' College Teaching Self-Efficacy

    Science.gov (United States)

    Connolly, Mark R.; Lee, You-Geon; Savoy, Julia N.

    2018-01-01

    To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM…

  2. Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice

    Science.gov (United States)

    Braguglia, Kay H.; Jackson, Kanata A.

    2012-01-01

    This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student…

  3. 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...

  4. Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

    Science.gov (United States)

    Ge, Weiqing

    2018-01-01

    Physical therapy workforce shortages are expected to increase for all 50 states through 2030. There is a recognized nationwide unprecedented shortage of well-prepared physical therapy instructors. One practical solution can be to share instructors among Doctor of Physical Therapy (DPT) programs using a blended teaching and learning model. The purpose of this project was to evaluate the effectiveness of a blended teaching and learning model for a neuroscience course in a DPT program. Faculty members from two DPT programs collaborated to develop, implement, and evaluate a blended teaching and learning model. The Blackboard Learning Management System (LMS) was available at both institutions and chosen as the learning platform. The design of this research study was retrospective nonexperimental observational. The overall feedback from the students was positive. Most students (91.6%) strongly agreed or agreed that the content of the course was appropriate for learning neuroscience. The students taking this blended course performed slightly better than the students taking the traditional course, though there was no significant difference (p=0.06). The results support the use of a blended teaching and learning model to meet faculty shortage challenges. Future research with a larger sample size is necessary.

  5. Is Virtual Reality a Useful Tool in the Teaching of Physiology?

    Science.gov (United States)

    Richardson, Daniel

    2011-01-01

    This opinion statement points out some of the considerations and pitfalls in using virtual reality computer programs in the teaching of life sciences. Emphasis is placed on the possibility of such programs leading to reductionist thinking including how reductionist thinking could foster the formation of misconceptions. Negative feedback is used as…

  6. Development of teaching materials on "Environmental risk assessment" in English for master students Double Degree program "Ecology and natural resource management"

    OpenAIRE

    Осипова, Нина Александровна; Матвеенко, Ирина Алексеевна

    2014-01-01

    The experience in development of learning package for teaching courses in joint Master curricula in English is presented. The developed teaching manuals on “Environmental Risk Assessment” in English for 347 Master students learning joint Double Degree Program of TPU and Paris-11 University reflects the international experience accumulated in this sphere taking into account the latest scientific achievements.

  7. Teaching Process Writing with Computers. Revised Edition.

    Science.gov (United States)

    Boone, Randy, Ed.

    Focusing on the use of word processing software programs as instructional tools for students learning writing composition, this collection includes 14 research articles and position papers, 16 reports on lesson ideas and projects, 5 articles on keyboarding, and 18 product reviews. These materials relate to teaching writing through the process…

  8. [Teaching evaluation at Medical School, UNAM].

    Science.gov (United States)

    Salas-Gómez, Luz Elena; Ortiz-Montalvo, Armando; Alaminos-Sager, Isabel Luisa

    2006-01-01

    The purpose of this article is to offer a synthesis of what has been done in the Teaching Evaluation Program at the Medical School of the Autonomous National University of Mexico (UNAM). The Program involves three questionnaires of the students' opinion that evaluate professors of the basic and sociomedical areas, microbiology and parasitology laboratory and surgery. Between 1994 and 2003, 134,811 questionnaires were answered to evaluate the teaching performance of 6262 professors of pregraduate students. Although the evaluation of teaching through a single way is insufficient, the results obtained allow us to affirm that the Medical School at UNAM has a good professor staff, as well as they are useful for the design of programs dedicated to the acknowledgment of excellence and the needs for teaching education.

  9. Macromethod of teaching acrobatic exercises difficult on coordination

    Directory of Open Access Journals (Sweden)

    Boloban V.N.

    2010-06-01

    Full Text Available The logical flow diagram of realization of macromethod of teaching acrobatic exercises is shown. The functional aggregate of long duration programs of teaching exercises of «school of motions», base level, specialization, arbitrary and final programs is presented. Directions of development of physical qualities are offered in interface with technical preparation. Technologies of forming motive presentations serve as didactic basis of the teaching programs, elementary, deep training acrobatic exercises.

  10. Perceptions of teacher candidates concerning ethically suitable behaviours for teaching profession

    Directory of Open Access Journals (Sweden)

    Balcı Süleyman

    2016-01-01

    Full Text Available Identifying the perceptions of teacher candidates regarding effective teacher charactheristics and teaching is necessary for knowing their program experiences to consider the appropriateness of those perceptions in terms of professional purposes and practices. Moreover, professional ethics determined for teaching profession enable teachers to make decisions easily at any difficult situations in education. Purpose of this study is to describe perceptions of teacher candidates working for secondary schools concerning ethically suitable behaviors for teaching profession. Participants of this study includes graduates of Mathematics, Nursing, Sociology, Turkish Language Literature Departments. Of those participants (n=163, 42 are graduates of Mathematics, 35 are Nursing, 45 are Sociology, 41 are Turkish Language Literature Departments and completed preservice teacher education curriculum (pedagogical education program at Education Faculty of Kırıkkale University in 2014–2015 academic calender. According to the results of this study most of the participants are aware of ethically suitable behaviors for teaching profession.

  11. Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study

    Science.gov (United States)

    Helms, Marilyn M.; Alvis, John M.; Willis, Marilyn

    2005-01-01

    Team teaching is a popular trend in business education. In an attempt to integrate seemingly disparate functional disciplines, a number of business programs have combined courses. Regardless of the courses combined (marketing and finance, management and accounting, economics and strategy, or production and cost accounting), the teaching pedagogy…

  12. A Self-Assessment Guide for Resident Teaching Experiences.

    Science.gov (United States)

    Engle, Janet P; Franks, Amy M; Ashjian, Emily; Bingham, Angela L; Burke, John M; Erstad, Brian L; Haines, Seena L; Hilaire, Michelle L; Rager, Michelle L; Wienbar, Rebecca

    2016-06-01

    The 2015 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with developing a self-assessment guide for residency programs to quantitatively and qualitatively evaluate the outcomes of resident teaching curricula. After extensively reviewing the literature, the committee developed assessment rubrics modeled after the 2013 ACCP white paper titled "Guidelines for Resident Teaching Experiences" and the revised American Society of Health-System Pharmacists (ASHP) 2014 accreditation standards for PGY1 residencies, which place greater emphasis on the teaching and learning curriculum (TLC) than the previous accreditation standards. The self-assessment guide developed by the present committee can serve as an assessment tool for both basic and expanded TLCs. It provides the criteria for program goals, mentoring, directed readings with topic discussions, teaching experiences, and assessment methodology. For an expanded TLC, the committee has provided additional guidance on developing a teaching philosophy, becoming involved in interactive seminars, expanding teaching experiences, developing courses, and serving on academic committees. All the guidelines listed in the present paper use the measures "not present," "developing," and "well developed" so that residency program directors can self-assess along the continuum and identify areas of excellence and areas for improvement. Residency program directors should consider using this new assessment tool to measure program quality and outcomes of residency teaching experiences. Results of the assessment will help residency programs focus on areas within the TLC that will potentially benefit from additional attention and possible modification. © 2016 Pharmacotherapy Publications, Inc.

  13. Curricular intersections of university extension and teaching in Physical Therapy programs

    Directory of Open Access Journals (Sweden)

    Shamyr Sulyvan de Castro

    Full Text Available Introduction University extension can be a vehicle for social change and aid in the education of university students; however, it is important to study how it is inserted in university programs so that educational actions and policies can be planned more adequately. Objectives To study the insertion of extension activities in undergraduate physical therapy curricula in Brazilian federal universities. Method Documentary research conducted by accessing files available on the Internet. Data were analyzed quantitatively in the form of numbers and percentages. We examined documents from 22 of the 29 federal universities that offered physical therapy programs. Results University extension takes the form of complementary academic activities together with other options such as participating in conferences, specific training courses and working as a teaching assistant. Undergraduate physical therapy courses have a 4,000h to 4,925h course load, of which 0.72% to 8.9% are dedicated to extension activities. Conclusion The data indicate that the insertion of extension activities in undergraduate physical therapy programs offered by Brazilian federal universities needs to be reassessed according to recommended policies and guidelines.

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

    Science.gov (United States)

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

    2013-09-01

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

  15. Teacher's Reflection of Inquiry Teaching in Finland before and during an In-Service Program: Examination by a Progress Model of Collaborative Reflection

    Science.gov (United States)

    Kim, Minkee; Lavonen, Jari; Juuti, Kalle; Holbrook, Jack; Rannikmae, Miia

    2013-01-01

    In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due…

  16. Using Visual Basic to Teach Programming for Geographers.

    Science.gov (United States)

    Slocum, Terry A.; Yoder, Stephen C.

    1996-01-01

    Outlines reasons why computer programming should be taught to geographers. These include experience using macro (scripting) languages and sophisticated visualization software, and developing a deeper understanding of general hardware and software capabilities. Discusses the distinct advantages and few disadvantages of the programming language…

  17. Assessing a Faculty Development Program for the Adoption of Brain-Based Learning Strategies

    Science.gov (United States)

    Lavis, Catherine C.; Williams, Kimberly A.; Fallin, Jana; Barnes, Pamela K.; Fishback, Sarah J.; Thien, Stephen

    2016-01-01

    Kansas State University designed a 20-month faculty development program with the goal of fostering broad, institution-wide adoption of teaching practices that focus on brain-based learning. Components of the program included annual teaching and learning workshops, reading and discussion groups based on content of a book about how the brain learns…

  18. An Interactive Learning Environment for Teaching the Imperative and Object-Oriented Programming Techniques in Various Learning Contexts

    Science.gov (United States)

    Xinogalos, Stelios

    The acquisition of problem-solving and programming skills in the era of knowledge society seems to be particularly important. Due to the intrinsic difficulty of acquiring such skills various educational tools have been developed. Unfortunately, most of these tools are not utilized. In this paper we present the programming microworlds Karel and objectKarel that support the procedural-imperative and Object-Oriented Programming (OOP) techniques and can be used for supporting the teaching and learning of programming in various learning contexts and audiences. The paper focuses on presenting the pedagogical features that are common to both environments and mainly on presenting the potential uses of these environments.

  19. Teaching the tacit knowledge of programming to noviceswith natural language tutoring

    Science.gov (United States)

    Lane, H. Chad; Vanlehn, Kurt

    2005-09-01

    For beginning programmers, inadequate problem solving and planning skills are among the most salient of their weaknesses. In this paper, we test the efficacy of natural language tutoring to teach and scaffold acquisition of these skills. We describe ProPL (Pro-PELL), a dialogue-based intelligent tutoring system that elicits goal decompositions and program plans from students in natural language. The system uses a variety of tutoring tactics that leverage students' intuitive understandings of the problem, how it might be solved, and the underlying concepts of programming. We report the results of a small-scale evaluation comparing students who used ProPL with a control group who read the same content. Our primary findings are that students who received tutoring from ProPL seem to have developed an improved ability to solve the composition problem and displayed behaviors that suggest they were able to think at greater levels of abstraction than students in the read-only group.

  20. Teaching Quality Object-Oriented Programming

    Science.gov (United States)

    Feldman, Yishai A.

    2005-01-01

    Computer science students need to learn how to write high-quality software. An important methodology for achieving quality is design-by-contract, in which code is developed together with its specification, which is given as class invariants and method pre- and postconditions. This paper describes practical experience in teaching design-by-contract…

  1. The Design of an Online Concordancing Program for Teaching about Reporting Verbs

    Directory of Open Access Journals (Sweden)

    Joel Bloch

    2009-02-01

    Full Text Available This paper discusses the use of a web-based concordancing program using an interface design similar to the one used at the MICASE concordancing site to help students appropriately choose reporting verbs. Appropriate reporting verbs are important for asserting credible claims in academic papers. An interface was created that asked the students to make lexical, syntactic, and rhetorical choices based on a preset number of criteria related to the decisions writers make in choosing reporting verbs. Based on these choices, the interface could query a database of sentences that had been derived from a corpus of academic writing. The user would then be provided with a small sample of sentences using reporting verbs that matched the criteria that had been selected. The paper discusses how the assumptions about pedagogy for teaching about reporting verbs were incorporated into the design features of the interface and how the implementation of the concordancing site was integrated with the teaching of grammar and vocabulary in an L2 academic writing class.

  2. Relationships between teaching faculty and teaching librarians

    CERN Document Server

    Katz, Linda S

    2014-01-01

    Every librarian who teaches in an academic library setting understands the complexities involved in partnering with teaching faculty. Relationships Between Teaching Faculty and Teaching Librarians recounts the efforts of librarians and faculty working together in disciplines across the board to create and sustain connections crucial to the success of library instruction. This unique collection of essays examines various types of partnerships between librarians and faculty (networking, coordination, and collaboration) and addresses the big issues involved, including teaching within an academic

  3. Review of teaching methods and critical thinking skills.

    Science.gov (United States)

    Kowalczyk, Nina

    2011-01-01

    Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

  4. Blending technology in teaching advanced health assessment in a family nurse practitioner program: using personal digital assistants in a simulation laboratory.

    Science.gov (United States)

    Elliott, Lydia; DeCristofaro, Claire; Carpenter, Alesia

    2012-09-01

    This article describes the development and implementation of integrated use of personal handheld devices (personal digital assistants, PDAs) and high-fidelity simulation in an advanced health assessment course in a graduate family nurse practitioner (NP) program. A teaching tool was developed that can be utilized as a template for clinical case scenarios blending these separate technologies. Review of the evidence-based literature, including peer-reviewed articles and reviews. Blending the technologies of high-fidelity simulation and handheld devices (PDAs) provided a positive learning experience for graduate NP students in a teaching laboratory setting. Combining both technologies in clinical case scenarios offered a more real-world learning experience, with a focus on point-of-care service and integration of interview and physical assessment skills with existing standards of care and external clinical resources. Faculty modeling and advance training with PDA technology was crucial to success. Faculty developed a general template tool and systems-based clinical scenarios integrating PDA and high-fidelity simulation. Faculty observations, the general template tool, and one scenario example are included in this article. ©2012 The Author(s) Journal compilation ©2012 American Academy of Nurse Practitioners.

  5. Teaching the Fluctuation Test "In Silico" by Using Mutate: A Program to Distinguish between the Adaptive and Spontaneous Mutation Hypotheses

    Science.gov (United States)

    Carvajal-Rodriguez, Antonio

    2012-01-01

    Mutate is a program developed for teaching purposes to impart a virtual laboratory class for undergraduate students of Genetics in Biology. The program emulates the so-called fluctuation test whose aim is to distinguish between spontaneous and adaptive mutation hypotheses in bacteria. The plan is to train students in certain key multidisciplinary…

  6. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    Science.gov (United States)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  7. Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms

    Directory of Open Access Journals (Sweden)

    Geralyn E. Stephens

    2015-08-01

    Full Text Available Industry professionals are permitted to teach in Michigan’s federally funded Career and Technical Education (CTE secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers.

  8. Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities.

    Science.gov (United States)

    Knott, Gillian; Crane, Linda; Heslop, Ian; Glass, Beverley D

    2015-06-25

    Sessional staff is increasingly involved in teaching at universities, playing a pivotal role in bridging the gap between theory and practice for students, especially in the health professions, including pharmacy. Although sessional staff numbers have increased substantially in recent years, limited attention has been paid to the quality of teaching and learning provided by this group. This review will discuss the training and support of sessional staff, with a focus on Australian universities, including the reasons for and potential benefits of training, and structure and content of training programs. Although sessional staff views these programs as valuable, there is a lack of in-depth evaluations of the outcomes of the programs for sessional staff, students and the university. Quality assurance of such programs is only guaranteed, however, if these evaluations extend to the impact of this training and support on student learning.

  9. A Project-based Learning approach for teaching Robotics to ...

    African Journals Online (AJOL)

    In this research we used a project-based learning approach to teach robotics basics to undergraduate business computing students. The course coverage includes basic electronics, robot construction and programming using arduino. Students developed and tested a robot prototype. The project was evaluated using a ...

  10. Recognizing and Managing Complexity: Teaching Advanced Programming Concepts and Techniques Using the Zebra Puzzle

    Directory of Open Access Journals (Sweden)

    Xihui "Paul" Zhang

    2015-06-01

    Full Text Available Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We present a classic brain teaser that is used to communicate and demonstrate advanced software development concepts and techniques. Our results show that students with varied academic experiences and goals, assuming at least one procedural/structured programming pre-requisite, can benefit from and also be challenged by such an exercise. Although this problem has been used by others in the classroom, we believe that our use of this problem in imparting such a broad range of topics to a diverse student population is unique.

  11. A ‘How-To-Guide’ for teaching and assessing Collaborator Role competencies in family medicine residency and health professional training programs

    OpenAIRE

    Newton, Christie; Kopansky-Giles, Deborah; Eyre, Alison; Balkou, Steve

    2017-01-01

    Introduction: Collaborative practice competencies are essential for safe, effective practice in today’s health care system. Providing learners with formal teaching and assessment opportunities is a requirement for accreditation in medicine and other health professional programs.  However, identifying and assessing a trainee’s ability to competently collaborate in practice across educational contexts remains challenging. Further, without common assessment tools for collaborative practice teach...

  12. Outcomes assessment of dental hygiene clinical teaching workshops.

    Science.gov (United States)

    Wallace, Juanita S; Infante, Taline D

    2008-10-01

    Faculty development courses related to acquiring clinical teaching skills in the health professions are limited. Consequently, the Department of Dental Hygiene at the University of Texas Health Science Center at San Antonio conducted a series of clinical teaching workshops to address clinical teaching methodology. The goal of these workshops was to promote a problem-solving learning atmosphere for dental hygiene faculty to acquire and share sound clinical teaching strategies. To determine the value of the annual workshops on clinical teaching and evaluation, a web-based qualitative program assessment was developed using software by Survey Tracker. Four open-ended questions were designed to elicit perceptions regarding what significant changes in teaching strategies were achieved, what barriers or challenges were encountered in making these changes, and what strategies were used to overcome the barriers. The assessment was sent to dental hygiene educators representing thirty-eight dental hygiene programs who had participated in two or more of these workshops. Twenty-eight programs provided collective responses to the questions, and the narrative data were analyzed, using a qualitative methodology. Responses revealed that programs had made productive changes to their clinical education curricula and the information gained from the workshops had a positive effect on clinical teaching.

  13. A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

    Directory of Open Access Journals (Sweden)

    Megan Boysen-Osborn

    2016-07-01

    Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student clerkship educators. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners with clinical and bedside teaching. Objectives: By the end of this workshop, the learner will: 1 describe and implement nine new clinical teaching techniques; 2 implement clinical teaching techniques specific to junior and senior resident learners. Methods: This educational session is uses several blended instructional methods, including team- based learning (modified, the flipped classroom, audience response systems, pause procedures.

  14. 45 CFR 2400.65 - Teaching obligation.

    Science.gov (United States)

    2010-10-01

    ... FOUNDATION FELLOWSHIP PROGRAM REQUIREMENTS Special Conditions § 2400.65 Teaching obligation. Upon receiving a Master's degree, each Fellow must teach American history, American government, social studies, or... 45 Public Welfare 4 2010-10-01 2010-10-01 false Teaching obligation. 2400.65 Section 2400.65...

  15. Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

    Science.gov (United States)

    Upson Bradbury, Leslie; Koballa, Thomas R., Jr.

    2007-12-01

    Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.

  16. Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

    Science.gov (United States)

    Hsu, Pei-Ling

    2016-01-01

    The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into…

  17. Interaction Analysis and Microteaching in an Urban Teacher Education Program. A Model for Skill Development in Teaching.

    Science.gov (United States)

    Amidon, Edmund J.; Rosenshine, Barak

    A new model for in-service and preservice teacher training programs has been developed. The Skill Development in Teaching (SKIT) was suggested by recent research combining two teacher training techniques developed in the past decade, Interaction Analysis and Microteaching. Some educators who have worked with both Interaction Analysis and…

  18. Comparison of On-line and F2F Education Methods in Teaching Computer Programming

    Directory of Open Access Journals (Sweden)

    Sevinç Gülseçen

    2013-08-01

    Full Text Available lthough online education provides opportunities to people who traditionally do not have access to universities, there is a need for more empirical studies to gain better understanding on how to deliver quality online education, especially when the subject of the course is related with IT. Learning to program is a complicated process. This study aims to find out the difference between students’ performance in online and face-to-face (F2F settings during a computer programming in the fall semester of the year 2010. The study was conducted at the Department of Mathematics, Faculty of Science, Istanbul University. This online course is one of the required courses for students majoring in Mathematics. It is delivered in a learning management system developed in house through a project funded by Istanbul University. The goal is to introduce students with structured programming using the programming language C. Two topics -“Functions in C Programming” and “Loops in C Programming” - were presented to students online and F2F. The total of 62 students formed two groups: the online and F2F groups. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which performed as a data collection tool to find out the views of the students in context to the process. While some results concluded that the performance of online students was satisfactory, but that their aggregate final grade was significantly lower than that of students who took an equivalent F2F class, others arrived at a conclusion reporting that there were no significant differences in overall outcomes. In case of making transition from F2F to online mode of teaching, prepossession about a new way of teaching is always an important barrier in students’ perceptions. One of the further researches is investigation of strategies for incorporating blended learning opportunities in programming courses.

  19. 'Supermentoring' of assistant professors' teaching

    DEFF Research Database (Denmark)

    Lauridsen, Ole

    Aarhus University offers a mandatory pedagogical training program for assistant professors, required in order to obtain tenure at a Danish university. At Business and Social Sciences, this program is supplemented by voluntary observation and (first of all formative) supervision of the assistant...... professors’ teaching practice. This offer is given is (i) because many young university teachers face problems putting pedagogical theory into practice – even though the program mentioned is practice-oriented, and (ii) because many of them (partly due to (i)) lack self-confidence as to teaching...

  20. Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching

    Directory of Open Access Journals (Sweden)

    Eileen M. Herteis

    2010-12-01

    Full Text Available Mount Allison University, with about 2,400 students, is a small, undergraduate Liberal Arts and Science university with a long history of faculty-student collaboration in both research and cocurricular activities. In 2005, Mount Allison introduced the Undergraduate Teaching Internship Program in which professors and senior students collaborate in instruction. The program has quickly become for its faculty participants an important springboard for teaching innovation and scholarship. Almost immediately after its introduction, it became clear that the Undergraduate Teaching Internship Program addressed two distinct but overlapping needs—the first was predictable, the second less so: (a it presented opportunities for senior students to develop skills, knowledge and values that transcend those normally associated with undergraduate education; and (b it provided a mechanism whereby faculty could engage in scholarly reflection on teaching and Scholarship of Teaching and Learning projects. In the 5 years since its inception, internship has become not simply a peripheral program but a strong thread woven into the fabric of the university culture. While outlining some constraints of the program, this descriptive paper explains the many ways in which internship has resulted in productive, mutually beneficial collaborations between interns and their supervising professors, encouraging an even more pervasive dialogue about teaching.L’Université Mount Allisson est un petit établissement qui offre des cours dans les domaines des arts et des sciences à environ 2400 étudiants de premier cycle. Son personnel enseignant et ses étudiants collaborent depuis longtemps aux activités de recherche et aux activités parallèles au programme. En 2005, l’Université a mis sur pied le programme de stages en enseignement au premier cycle où les professeurs et les étudiants qui en sont à leur dernière année d’étude collaborent à l

  1. Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

    Science.gov (United States)

    Dechenne, Sue Ellen

    Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

  2. Teaching Basic Programming Concepts to Young Primary School Students Using Tablets: Results of a Pilot Project

    Science.gov (United States)

    Fokides, Emmanuel

    2018-01-01

    The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The…

  3. How can clinician-educator training programs be optimized to match clinician motivations and concerns?

    Science.gov (United States)

    McCullough, Brendan; Marton, Gregory E; Ramnanan, Christopher J

    2015-01-01

    Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. Review of medical education literature using the terms "attitudes", "motivations", "physicians", "teaching", and "undergraduate medical education" resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education.

  4. Guide for Operational Configuration Management Program including the adjunct programs of design reconstitution and material condition and aging management

    International Nuclear Information System (INIS)

    1993-11-01

    This standard presents program criteria and implementation guidance for an operational configuration management program for DOE nuclear and non-nuclear facilities in the operational phase. Portions of this standard are also useful for other DOE processes, activities, and programs. This Part 1 contains foreword, glossary, acronyms, bibliography, and Chapter 1 on operational configuration management program principles. Appendices are included on configuration management program interfaces, and background material and concepts for operational configuration management

  5. 12 CFR 361.6 - What outreach efforts are included in this program?

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false What outreach efforts are included in this program? 361.6 Section 361.6 Banks and Banking FEDERAL DEPOSIT INSURANCE CORPORATION REGULATIONS AND STATEMENTS OF GENERAL POLICY MINORITY AND WOMEN OUTREACH PROGRAM CONTRACTING § 361.6 What outreach efforts...

  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. Promoting addiction medicine teaching through functional mentoring by co-training generalist chief residents with faculty mentors.

    Science.gov (United States)

    Alford, Daniel P; Carney, Brittany L; Jackson, Angela H; Brett, Belle; Bridden, Carly; Winter, Michael; Samet, Jeffrey H

    2018-02-16

    Generalist physicians should play a vital role in identifying and managing individuals with substance use but are inadequately trained to do so. This 5-year (2008-2012) controlled educational study assessed whether internal medicine and family medicine chief residents' (CRs) addiction medicine teaching increased by co-training with faculty mentors at a Chief Resident Immersion Training (CRIT) program in addiction medicine. All CRIT CR attendees identified a residency program faculty mentor to support addiction medicine teaching after CRIT through functional mentoring with a focus on developing and implementing an Addiction Medicine Teaching Project ("Teaching Project"). Approximately half of the CRs attended CRIT with their mentor (co-trained) and half without their mentor (solo-trained). Addiction medicine teaching outcomes were compared between groups using 6- and 11-month questionnaires and 4 bimonthly teaching logs. Of co-trained CRs, mentor characteristics that positively influenced addiction medicine teaching outcomes were identified. One hundred CRs from 74 residency programs attended CRIT from 2008 to 2012; 47 co-trained with their mentors and 53 solo-trained without their mentors. At 6-month follow-up, the co-trained CRs were more likely to meet at least monthly with their mentor (22.7% vs. 9.6%, P mentor as a facilitator for Teaching Project implementation (82.2% vs. 38.5%, P Mentors with more experience, including years of teaching, was associated with better CR Teaching Project outcomes. Co-training generalist chief residents with a faculty mentor appeared to facilitate functional mentoring-driven Teaching Project implementation but did not further increase already high levels of other addiction medicine teaching. Faculty mentors with more years of teaching experience were more effective in facilitating Teaching Project implementation.

  8. Final report to DOE: Matching Grant Program for the Penn State University Nuclear Engineering Program

    International Nuclear Information System (INIS)

    Jack S. Brenizer, Jr.

    2003-01-01

    The DOE/Industry Matching Grant Program is designed to encourage collaborative support for nuclear engineering education as well as research between the nation's nuclear industry and the U.S. Department of Energy (DOE). Despite a serious decline in student enrollments in the 1980s and 1990s, the discipline of nuclear engineering remained important to the advancement of the mission goals of DOE. The program is designed to ensure that academic programs in nuclear engineering are maintained and enhanced in universities throughout the U.S. At Penn State, the Matching Grant Program played a critical role in the survival of the Nuclear Engineering degree programs. Funds were used in a variety of ways to support both undergraduate and graduate students directly. Some of these included providing seed funding for new graduate research initiatives, funding the development of new course materials, supporting new teaching facilities, maintenance and purchase of teaching laboratory equipment, and providing undergraduate scholarships, graduate fellowships, and wage payroll positions for students

  9. Teaching GUI-Programming Concepts to Prospective K12 ICT Teachers: MIT App Inventor as an Alternative to Text-Based Languages

    Science.gov (United States)

    Mihci, Can; Ozdener Donmez, Nesrin

    2017-01-01

    The purpose of this research is to investigate the short and long-term effects of using GUI-oriented visual Blocks-Based Programming languages (BBL) as a 2nd tier tool when teaching programming to prospective K12 ICT teachers. In a mixed-method approach, the effect on academic success as well as the impact on professional opinions and preferences…

  10. 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…

  11. Why invest in an educational fellowship program?

    Science.gov (United States)

    Searle, Nancy S; Hatem, Charles J; Perkowski, Linda; Wilkerson, LuAnn

    2006-11-01

    Expanding and refining the repertoire of medical school teaching faculty is required by the many current and changing demands of medical education. To meet this challenge academic medical institutions have begun to establish programs--including educational fellowship programs--to improve the teaching toolboxes of faculty and to empower them to assume leadership roles within both institutional and educational arenas. In this article, the authors (1) provide historical background on educational fellowship programs; (2) describe the prevalence and focus of these programs in North American medical schools, based on data from a recent (2005) survey; and (3) give a brief overview of the nine fellowship programs that are discussed fully in other articles in this issue of Academic Medicine. These articles describe very different types of educational fellowships that, nevertheless, share common features: a cohort of faculty members who are selected to participate in a longitudinal set of faculty development activities to improve participants' teaching skills and to build a cadre of educational leaders for the institution. Evaluation of educational fellowships remains a challenging issue, but the authors contend that one way to evaluate the programs' effectiveness is to look at the educational improvements that have been instigated by program graduates. The authors hope that the various program descriptions will help readers to improve their existing programs and/or to initiate new programs.

  12. Shiv Nadar University – Program on Water Science and Policy ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    The teaching program will be supplemented by a rigorous research program ... IDRC invests in research and knowledge to empower women in India. IDRC is ... in India, including heat stress, water management, and climate-related migration.

  13. Teaching with technology: free Web resources for teaching and learning.

    Science.gov (United States)

    Wink, Diane M; Smith-Stoner, Marilyn

    2011-01-01

    In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

  14. A Psychology of Teaching.

    Science.gov (United States)

    Pedrini, D. T.; Pedrini, B. C.

    William James, the turn of the century psychologist, philospher, and educator, was avidly interested in the relationship between psychology and teaching. This paper considers operant conditioning, timing of reinforcers, and programmed instruction--touchstones of B.F. Skinner in the teaching/learning milieu. Of course, materials not just methods…

  15. A near-peer teaching program designed, developed and delivered exclusively by recent medical graduates for final year medical students sitting the final objective structured clinical examination (OSCE

    Directory of Open Access Journals (Sweden)

    Sobowale Oluwaseun

    2011-03-01

    Full Text Available Abstract Background The General Medical Council states that teaching doctors and students is important for the care of patients. Our aim was to deliver a structured teaching program to final year medical students, evaluate the efficacy of teaching given by junior doctors and review the pertinent literature. Methods We developed a revision package for final year medical students sitting the Objective Structured Clinical Examination (OSCE. The package was created and delivered exclusively by recent medical graduates and consisted of lectures and small group seminars covering the core areas of medicine and surgery, with a focus on specific OSCE station examples. Students were asked to complete a feedback questionnaire during and immediately after the program. Results One hundred and eighteen completed feedback questionnaires were analysed. All participants stated that the content covered was relevant to their revision. 73.2% stated that junior doctors delivered teaching that is comparable to that of consultant - led teaching. 97.9% stated the revision course had a positive influence on their learning. Conclusions Our study showed that recent medical graduates are able to create and deliver a structured, formal revision program and provide a unique perspective to exam preparation that was very well received by our student cohort. The role of junior doctors teaching medical students in a formal structured environment is very valuable and should be encouraged.

  16. 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.

  17. 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...

  18. Creating a Masters in Numeracy Program

    Directory of Open Access Journals (Sweden)

    Eric Gaze

    2010-07-01

    Full Text Available The Master of Science in Numeracy program at Alfred University received full approval from the New York State Education Department (NYSED in May of 2007. This first-of-its-kind program seeks to provide teachers at all levels, from across the curriculum, the skills, and more importantly the confidence, to introduce relevant quantitative concepts in their own disciplines. Created to be a complement of the MS Ed. in Literacy, the 30-hour MS in Numeracy program consists of four required core courses (Teaching Numeracy, Teaching with Data, Assessment and Learning Theories in Numeracy, and Doing Science and Numeracy, five electives from a list of numeracy and literacy courses, and a Masters project. The program graduated its first student in May 2008 and three more since then. Major challenges for the program have included the uncertain (i.e., by-application connection between an MS and licensure (in contrast to the automatic professional certification for MS Ed. degrees and the small number of faculty involved in teaching the numeracy courses. The current status of the program is questionable as the person (the author who taught the first three core courses has left the University and has not yet been replaced. Even so, I believe this MS in Numeracy program offers a potentially useful example of a strategy to enhance the spread of QL through teacher preparation.

  19. Preparing teachers to teach English as an international language

    CERN Document Server

    Matsuda, Aya

    2017-01-01

    This book explores ways to prepare teachers to teach English as an International Language, and provides theoretically-grounded models for EIL-informed teacher education. It includes two chapters that present a theoretical approach to EIL teacher education, followed by descriptions of field-tested teacher education programs, courses and activities.

  20. The Impact of Preservice Teachers' Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education

    Science.gov (United States)

    Gaudin, Cyrille; Chaliès, Sébastien; Amathieu, Jérôme

    2018-01-01

    This case study documents the influence of preservice teachers' experiences in a Video-Enhanced Training Program (VETP) on their teaching. The conceptual framework of this VETP comes from a research program in cultural anthropology based on Wittgenstein's analytical philosophy. Influence was identified during self-confrontation interviews with…

  1. Smoking education programs 1960-1976.

    Science.gov (United States)

    Thompson, E L

    1978-03-01

    This paper is a review of published reports, in English, of educational programs designed to change smoking behavior. Attempts to change the smoking behavior of young people have included anti-smoking campaigns, youth-to-youth programs, and a variety of message themes and teaching methods. Instruction has been presented both by teachers who were committed or persuasive and by teachers who were neutral or presented both sides of the issue. Didactic teaching, group discussion, individual study, peer instruction, and mass media have been employed. Health effects of smoking, both short- and long-term effects, have been emphasized. Most methods used with youth have shown little success. Studies of other methods have produced contradictory results. Educational programs for adults have included large scale anti-smoking campaigns, smoking cessation clinics, and a variety of more specific withdrawal methods. These methods have included individual counseling, emotional role playing, aversive conditioning, desensitization, and specific techniques to reduce the likelihood that smoking will occur in situations previously associated with smoking. Some of these techniques have produced poor results while studies of other methods have shown inconsistent results. The two methods showing the most promise are individual counseling and smoking withdrawal clinics.

  2. Critical Pedagogy Principles in Teaching EFL Reading

    Directory of Open Access Journals (Sweden)

    Slamet Wahyudi Yulianto

    2015-12-01

    Full Text Available This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1 offering problematic topics and reading materials that are linked to the students‟ lives, (2 encouraging students to read between the lines, (3 distributing classroom power, and (4 creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1 language development and (2 new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1 the lack of classroom-friendly authentic controversial reading materials, (2 the passive culture, and (3 the unpredictable classroom.

  3. An exploration of equitable science teaching practices for students with learning disabilities

    Science.gov (United States)

    Morales, Marlene

    Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

  4. Using Adobe Flash Animations of Electron Transport Chain to Teach and Learn Biochemistry

    Science.gov (United States)

    Teplá, Milada; Klímová, Helena

    2015-01-01

    Teaching the subject of the electron transport chain is one of the most challenging aspects of the chemistry curriculum at the high school level. This article presents an educational program called "Electron Transport Chain" which consists of 14 visual animations including a biochemistry quiz. The program was created in the Adobe Flash…

  5. The Readiness of Sorsogon State College Faculty for Teaching with ICT: Basis for a Faculty Training Program

    Directory of Open Access Journals (Sweden)

    Catherine A. De Castro

    2016-02-01

    Full Text Available Information and communication technologies (ICT such as computers, multimedia systems, productivity software, and the Internet have greatly improved the performance of different organizations and influenced higher learning institutions like Sorsogon State College (SSC to develop and implement innovative teaching and learning methods. However, despite the many benefits of ICT when used in education, there are still faculty members who do not use these technologies for teaching. Hence, this research was conducted to assess their readiness for teaching with ICT. Findings revealed that most of the surveyed respondents were above forty-five years old, have 1-10 years of government service, and have specialization in the field of education. In terms of readiness to teach with ICT, the results disclosed that they were fairly ready along human-resource readiness, ready along technological skill readiness, and much ready along equipment readiness. Their age was not significantly related to their human resource readiness but significantly related to their technological skill and equipment readiness. The respondents’ number of years in the government was significantly related to their readiness to teach with ICT in terms of human resource, technological skill, and equipment readiness. Their field of specialization was not significantly related to their readiness to teach with ICT. Among the most identified factors why some of them do not use ICT resources were unavailability of ICT resources, lack of knowledge and lack of familiarity to ICT. The output of this research is a faculty training program to enhance their know

  6. Alternate methods of teaching psychopharmacology.

    Science.gov (United States)

    Zisook, Sidney; Benjamin, Sheldon; Balon, Richard; Glick, Ira; Louie, Alan; Moutier, Christine; Moyer, Trenton; Santos, Cynthia; Servis, Mark

    2005-01-01

    This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers. The pros and cons of five "nonlecture" methods of teaching are reviewed: 1) journal clubs, 2) problem-based learning, 3) formalized patient-centered training, 4) games, and 5) the use of modern technology. Several programs are beginning to find novel methods of teaching psychopharmacology that are effective and well received by trainees and faculty. Programs need to go beyond the traditional lecture and apprenticeship model of psychopharmacology education to help make learning more fun, useful, relevant and self-sustaining.

  7. Peer Review of Teaching: Sharing Best Practices

    Science.gov (United States)

    Golparian, Shaya; Chan, Judy; Cassidy, Alice

    2015-01-01

    In this paper, we share examples of best peer review of teaching practices, drawing on our involvement in the design and implementation of the Peer Review of Teaching program at the Centre for Teaching, Learning and Technology. We review the history of the Peer Review of Teaching Initiative at the University of British Columbia and explain key…

  8. On the Call for Action: Rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?"

    Science.gov (United States)

    Le, Dianne

    2016-01-01

    Marx, Garcia, Butterfield, Kappen, and Baldwin (2015) lament the current state of affairs where there is sparse and inconsistent teaching preparation across business doctoral programs. The authors refute the idea that teaching is solely an art to be acquired rather than a skill to be learned. They explore the legacy rewards system--incentives…

  9. Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

    Directory of Open Access Journals (Sweden)

    Christine Frazer

    2017-01-01

    Full Text Available Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n=11 included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a “dance” that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.

  10. Space Discovery: Teaching with Space. Evaluation: Summer, Fall 1998 Programs

    Science.gov (United States)

    Ewell, Bob

    1998-01-01

    This is the final report of the 1998 NASA-sponsored evaluation of the effectiveness of the United States Space Foundation's five-day Space Discovery Standard Graduate Course (Living and Working in Space), the five-day Space Discovery Advanced Graduate Course (Advanced Technology and Biomedical Research), the five-day introductory course Aviation and Space Basics all conducted during the summer of 1998, and the Teaching with Space two-day Inservice program. The purpose of the program is to motivate and equip K- 12 teachers to use proven student-attracting space and technology concepts to support standard curriculum. These programs support the America 2000 National Educational Goals, encouraging more students to stay in school, increase in competence, and have a better opportunity to be attracted to math and science. The 1998 research program continues the comprehensive evaluation begun in 1992, this year studying five summer five-day sessions and five Inservice programs offered during the Fall of 1998 in California, Colorado, New York, and Virginia. A comprehensive research design by Dr. Robert Ewell of Creative Solutions and Dr. Darwyn Linder of Arizona State University evaluated the effectiveness of various areas of the program and its applicability on diverse groups. Preliminary research methodology was a set of survey instruments administered after the courses, and another to be sent in April-4-5 months following the last inservice involved in this study. This year, we have departed from this evaluation design in two ways. First, the five-day programs used NASA's new EDCATS on-line system and associated survey rather than the Linder/Ewell instruments. The Inservice programs were evaluated using the previously developed survey adapted for Inservice programs. Second, we did not do a follow-on survey of the teachers after they had been in the field as we have done in the past. Therefore, this evaluation captures only the reactions of the teachers to the programs

  11. General Practice Teaching--Within the Hospital

    Science.gov (United States)

    Drury, M.

    1976-01-01

    A program of integrated teaching by consultants and general practitioners is described. The teaching took place in the hospitals used for the purpose by the Medical Faculty of the University of Birmingham. (Author)

  12. 'THE UNVEILED HEART' a teaching program in cardiovascular nuclear medicine

    International Nuclear Information System (INIS)

    Itti, Roland; Merabet, Yasmina; Roca, Ramona; Bontemps, Laurence; Itti, Emmanuel

    2004-01-01

    The functional investigation of cardiac diseases using nuclear techniques involves several variables, such as myocardial perfusion, cellular viability or mechanical contraction. The combined, topographical and quantitative assessment of these variables can characterize the functional state of the heart in terms of normal myocardium, ischemia, hibernation or necrosis. The teaching program, 'The Unveiled Heart', has been designed in order to help nuclear physicians or cardiologists approaching these concepts and their implications for diagnosis of coronary artery disease, optimization of therapeutic strategies and prognosis evaluation. Anatomical correlations with coronary angiographic results obtained during balloon occlusion at the time of coronary angioplasty demonstrate the complementary role of imaging techniques and highlight the patient to patient variability of risk areas. A sectorial model derived from a polar projection of the myocardium presents for each sector the probability of involvement of a given coronary artery

  13. Teaching & Learning Tips 1: Teaching perspectives - an introduction.

    Science.gov (United States)

    Rana, Jasmine; Burgin, Susan

    2017-11-01

    Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.

  14. Implementing Task-Based Language Teaching to Integrate Language Skills in an EFL Program at a Colombian University

    Science.gov (United States)

    Córdoba Zúñiga, Eulices

    2016-01-01

    This article reports the findings of a qualitative research study conducted with six first semester students of an English as a foreign language program in a public university in Colombia. The aim of the study was to implement task-based language teaching as a way to integrate language skills and help learners to improve their communicative…

  15. TEACHING ADMINISTRATION: PROPOSAL OF THE PROGRAM CONTENT

    Directory of Open Access Journals (Sweden)

    Eduardo Ribeiro Rodrigues

    2016-08-01

    Full Text Available The National Curriculum Guidelines established by MEC (Brazilian Ministry of Education, define the specific areas of vocational training content that should be included in the curricular organization of undergraduate courses in Brazil, without suggesting or detailing which content should be offered in each area. In this sense, this study aims at proposing the course syllabus for the financial area for the undergraduate courses of Management. To achieve this goal, the curriculum matrices and the teaching plans of the financial discipline of the undergraduate courses on Management with the highest grades in ENADE were analyzed. Based on this survey, seven disciplines were elaborated with the professional qualification contents of the area, with 560 hours/class in total, distributed in the curriculum matrix, according to their goals: presentation of corporate finance and personal finance, short and long-term financial decisions, financial economic analysis, financial planning, and financial strategies.

  16. Using Adobe Flash animations of electron transport chain to teach and learn biochemistry.

    Science.gov (United States)

    Teplá, Milada; Klímová, Helena

    2015-01-01

    Teaching the subject of the electron transport chain is one of the most challenging aspects of the chemistry curriculum at the high school level. This article presents an educational program called "Electron Transport Chain" which consists of 14 visual animations including a biochemistry quiz. The program was created in the Adobe Flash CS3 Professional animation program and is designed for high school chemistry students. Our goal is to develop educational materials that facilitate the comprehension of this complex subject through dynamic animations which show the course of the electron transport chain and simultaneously explain its nature. We record the process of the electron transport chain, including connections with oxidative phosphorylation, in such a way as to minimize the occurrence of discrepancies in interpretation. The educational program was evaluated in high schools through the administration of a questionnaire, which contained 12 opened-ended items and which required participants to evaluate the graphics of the animations, chemical content, student preferences, and its suitability for high school biochemistry teaching. © 2015 The International Union of Biochemistry and Molecular Biology.

  17. MO-DE-BRA-02: From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs

    International Nuclear Information System (INIS)

    Kapur, A

    2015-01-01

    Purpose: The increasing complexity in the field of radiation medicine and concomitant rise in patient safety concerns call for enhanced systems-level training for future medical physicists and thus commensurate innovations in existing educational program curricula. In this work we report on the introduction of three learning opportunities to augment medical physics educational programs towards building systems-based practice and practice-based learning competencies. Methods: All initiatives were introduced for senior -level graduate students and physics residents in an institution with a newly established medical-physics graduate program and therapeutic-physics residency program. The first, centered on incident learning, was based on a spreadsheet tool that incorporated the reporting structure of the Radiation Oncology-incident Learning System (ROILS), included 120 narratives of published incidents and enabled inter-rater variability calculations. The second, centered on best-practices, was a zero-credit seminar course, where students summarized select presentations from the AAPM virtual library on a weekly basis and moderated class discussions using a point/counterpoint approach. Presentation styles were critiqued. The third; centered on learning-by-teaching, required physics residents to regularly explain fundamental concepts in radiological physics from standard textbooks to board certified physics faculty members. Results: Use of the incident-learning system spreadsheet provided a platform to recast known accidents into the framework of ROILS, thereby increasing awareness of factors contributing to unsafe practice and appreciation for inter-rater variability. The seminar course enhanced awareness of best practices, the effectiveness of presentation styles and encouraged critical thinking. The learn-by-teaching rotation allowed residents to stay abreast of and deepen their knowledge of relevant subjects. Conclusion: The incorporation of systems

  18. MO-DE-BRA-02: From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs

    Energy Technology Data Exchange (ETDEWEB)

    Kapur, A [North Shore-LIJ Health System, New Hyde Park, NY (United States)

    2015-06-15

    Purpose: The increasing complexity in the field of radiation medicine and concomitant rise in patient safety concerns call for enhanced systems-level training for future medical physicists and thus commensurate innovations in existing educational program curricula. In this work we report on the introduction of three learning opportunities to augment medical physics educational programs towards building systems-based practice and practice-based learning competencies. Methods: All initiatives were introduced for senior -level graduate students and physics residents in an institution with a newly established medical-physics graduate program and therapeutic-physics residency program. The first, centered on incident learning, was based on a spreadsheet tool that incorporated the reporting structure of the Radiation Oncology-incident Learning System (ROILS), included 120 narratives of published incidents and enabled inter-rater variability calculations. The second, centered on best-practices, was a zero-credit seminar course, where students summarized select presentations from the AAPM virtual library on a weekly basis and moderated class discussions using a point/counterpoint approach. Presentation styles were critiqued. The third; centered on learning-by-teaching, required physics residents to regularly explain fundamental concepts in radiological physics from standard textbooks to board certified physics faculty members. Results: Use of the incident-learning system spreadsheet provided a platform to recast known accidents into the framework of ROILS, thereby increasing awareness of factors contributing to unsafe practice and appreciation for inter-rater variability. The seminar course enhanced awareness of best practices, the effectiveness of presentation styles and encouraged critical thinking. The learn-by-teaching rotation allowed residents to stay abreast of and deepen their knowledge of relevant subjects. Conclusion: The incorporation of systems

  19. Observing Two Important Teaching Variables.

    Science.gov (United States)

    Gustafson, John A.

    1986-01-01

    Two behaviors essential to good teaching, teacher expectation and teacher flexibility, have been incorporated into the observation system used in the student teacher program at the University of New Mexico. The importance of these behaviors in teaching and in evaluating student teachers is discussed. (MT)

  20. Measuring the Impact of a New Faculty Program Using Institutional Data

    Science.gov (United States)

    Meizlish, Deborah S.; Wright, Mary C.; Howard, Joseph; Kaplan, Matthew L.

    2018-01-01

    This paper presents a quasi-experimental evaluation of a required, teaching-focused, new faculty program at a large research university. The study makes use of institutional data, including student evaluations of teaching and faculty participation in educational development activities, which are available on many campuses yet rarely used in…

  1. Teaching the Whole Child through Physical Education and Youth Development

    Science.gov (United States)

    Sucre, Sheldon

    2016-01-01

    This article describes the Make-A-Difference: Guard East New York program, a sports-based youth development program that utilizes the holistic teaching approach of teaching for personal and social responsibility.

  2. The Didactics of Foreign Language Teaching with Multimedia

    NARCIS (Netherlands)

    Kanselaar, G.

    1993-01-01

    The way computers are used in foreign language teaching reflects teachers’ ideas about how foreign languages should be learned. We describe different methods of foreign language teaching, one of which is at the base of our computer program IT’S English. In this program, different types of exercises

  3. Teaching Explicitly and Reflecting on Elements of Nature of Science: a Discourse-Focused Professional Development Program with Four Fifth-Grade Teachers

    Science.gov (United States)

    Piliouras, Panagiotis; Plakitsi, Katerina; Seroglou, Fanny; Papantoniou, Georgia

    2017-06-01

    The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a developmental work research program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students. The 1-year-long, 2012-2013, program consisted of a series of activities to support teachers to develop their pedagogical content knowledge of NOS. In order to accomplish our goal, we enabled teacher-researchers to analyze their own discourse practices and to trace evidence of effective NOS teaching. Many studies indicate the importance of examining teachers' discussions about science in the classroom, since it is teachers' understanding of NOS reflected in these discussions that will have a vital impact on students' learning. Our proposal is based on the assumption that reflecting on the ways people form meanings enables us to examine and seek alternative ways to communicate aspects of NOS during science lessons. The analysis of discourse data, which has been carried out with the teacher-researchers' active participation, indicated that initially only a few aspects of NOS were implicitly incorporated in teacher-researchers' instruction. As the program evolved, all teacher-researchers presented more informed views on targeted NOS aspects. On the whole, our discourse-focused professional development program with its participatory, explicit, and reflective character indicated the importance of involving teacher-researchers in analyzing their own talk. It is this involvement that results in obtaining a valuable awareness of aspects concerning pedagogical content knowledge of NOS teaching.

  4. 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.

  5. Evaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience.

    Science.gov (United States)

    Büscher, Rainer; Weber, Dominik; Büscher, Anja; Hölscher, Maite; Pohlhuis, Sandra; Groes, Bernhard; Hoyer, Peter F

    2013-01-01

    Since 1986 medical students at the University Children's Hospital Essen are trained as peers in a two week intensive course in order to teach basic paediatric examination techniques to younger students. Student peers are employed by the University for one year. Emphasis of the peer teaching program is laid on the mediation of affective and sensomotorical skills e.g. get into contact with parents and children, as well as manual paediatric examination techniques. The aim of this study is to analyse whether student peers are able to impart specific paediatric examination skills as good as an experienced senior paediatric lecturer. 123 students were randomly assigned to a group with either a senior lecturer or a student peer teacher. Following one-hour teaching-sessions in small groups students had to demonstrate the learned skills in a 10 minute modified OSCE. In comparison to a control group consisting of 23 students who never examined a child before, both groups achieved a significantly better result. Medical students taught by student peers almost reached the same examination result as the group taught by paediatric teachers (21,7±4,1 vs. 22,6±3,6 of 36 points, p=0,203). Especially the part of the OSCE where exclusively practical skills where examined revealed no difference between the two groups (7,44±2,15 vs. 7,97±1,87 of a maximum of 16 points, p=0,154). The majority of students (77%) evaluated peer teaching as stimulating and helpful. The results of this quantitative teaching study reveal that peer teaching of selected skills can be a useful addition to classical paediatric teaching classes.

  6. 12 CFR 906.12 - What outreach efforts are included in this program?

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 7 2010-01-01 2010-01-01 false What outreach efforts are included in this program? 906.12 Section 906.12 Banks and Banking FEDERAL HOUSING FINANCE BOARD FEDERAL HOUSING FINANCE... Minorities, Women, or Individuals With Disabilities § 906.12 What outreach efforts are included in this...

  7. Using Continuous Quality Improvement (CQI) to Sustain Success in Faculty Development for Online Teaching

    Science.gov (United States)

    Kerrick, Sharon A.; Miller, Karen Hughes; Ziegler, Craig

    2015-01-01

    This article shares the curriculum and evaluation findings over four years for a faculty development program aimed at increasing skills in designing and teaching online courses. The University of Louisville's "Delphi U" is a four-day retreat style program covering 17 modules, each of which includes an exercise or activity. Over the four…

  8. The Views of Pre-Service Teachers Who Take Special Teaching Course within the Context of Pedagogical Formation Certificate Program about Micro-Teaching Method and a Physics Lesson Plan

    Science.gov (United States)

    Gurbuz, Fatih

    2015-01-01

    The purpose of this study is to determine the views of the pre-service teachers who received training on pedagogical formation certificate program about micro-teaching method. The study was carried out with a case study method. Semi-structured interviews were used in the study as a data collection tool to gather pre-service teachers' views about…

  9. Instructor Time Requirements to Develop and Teach Online Courses

    Science.gov (United States)

    Freeman, Lee A.

    2015-01-01

    How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? Instructors, department chairs, deans, and program administrators have long believed that teaching online is more time-consuming than teaching face-to-face. Many research studies and practitioner articles indicate…

  10. [Approach to Evidence-based Medicine Exercises Using Flipped Teaching: Introductory Education for Clinical Practice for 4th-Year Pharmacy Students].

    Science.gov (United States)

    Onda, Mitsuko; Takagaki, Nobumasa

    2018-01-01

     Osaka University of Pharmaceutical Sciences has included an evidence-based medicine (EBM) exercise in the introductory education for clinical practice for 4th-year pharmacy students since 2015. The purpose of this exercise is to learn the process of practice and basic concepts of EBM, especially to cultivate the practical ability to solve patients' problems and answer their questions. Additionally, in 2016, we have attempted flipped teaching. The students are instructed to review the basic knowledge necessary for active learning in this exercise by watching video teaching materials and to bring reports summarizing the contents on the flipped teaching days. The program includes short lectures [overview of EBM, document retrieval, randomized controlled trials (RCTs), and systematic review], exercises [patient, intervention, comparison, outcome (PICO) structuring, critical appraisal of papers in small groups with tutors], and presentations. The program includes: step 1, PICO structuring based on scenarios; step 2, critical appraisal of English-language papers on RCTs using evaluation worksheets; and step 3, reviewing the results of the PICO exercise with patients. The results of the review are shared among groups through general discussion. In this symposium, I discuss students' attitudes, the effectiveness of small group discussions using flipped teaching, and future challenges to be addressed in this program.

  11. The Lab of the Future: Using Technology to Teach Foreign Language.

    Science.gov (United States)

    Underwood, John H.

    1993-01-01

    Describes the role of technology in teaching foreign languages. Offers a brief history of language lab technologies, including computer use for drill-and-practice, text reconstruction, and simulations and games. Discusses tool programs, intelligent systems, video technology, satellite television, videodisc and interactive video, hypertext and…

  12. How to teach artificial organs.

    Science.gov (United States)

    Zapanta, Conrad M; Borovetz, Harvey S; Lysaght, Michael J; Manning, Keefe B

    2011-01-01

    Artificial organs education is often an overlooked field for many bioengineering and biomedical engineering students. The purpose of this article is to describe three different approaches to teaching artificial organs. This article can serve as a reference for those who wish to offer a similar course at their own institutions or incorporate these ideas into existing courses. Artificial organ classes typically fulfill several ABET (Accreditation Board for Engineering and Technology) criteria, including those specific to bioengineering and biomedical engineering programs.

  13. Optimum Design of Braced Steel Space Frames including Soil-Structure Interaction via Teaching-Learning-Based Optimization and Harmony Search Algorithms

    Directory of Open Access Journals (Sweden)

    Ayse T. Daloglu

    2018-01-01

    Full Text Available Optimum design of braced steel space frames including soil-structure interaction is studied by using harmony search (HS and teaching-learning-based optimization (TLBO algorithms. A three-parameter elastic foundation model is used to incorporate the soil-structure interaction effect. A 10-storey braced steel space frame example taken from literature is investigated according to four different bracing types for the cases with/without soil-structure interaction. X, V, Z, and eccentric V-shaped bracing types are considered in the study. Optimum solutions of examples are carried out by a computer program coded in MATLAB interacting with SAP2000-OAPI for two-way data exchange. The stress constraints according to AISC-ASD (American Institute of Steel Construction-Allowable Stress Design, maximum lateral displacement constraints, interstorey drift constraints, and beam-to-column connection constraints are taken into consideration in the optimum design process. The parameters of the foundation model are calculated depending on soil surface displacements by using an iterative approach. The results obtained in the study show that bracing types and soil-structure interaction play very important roles in the optimum design of steel space frames. Finally, the techniques used in the optimum design seem to be quite suitable for practical applications.

  14. Collaborative Teaching in a Linguistically and Culturally Diverse Higher Education Setting: A Case Study of a Postgraduate Accounting Program

    Science.gov (United States)

    Evans, Elaine; Tindale, Jen; Cable, Dawn; Mead, Suzanne Hamil

    2009-01-01

    The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project's interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and…

  15. Teaching citizen science skills online: Implications for invasive species training programs

    Science.gov (United States)

    Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

    2010-01-01

    Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p plant cover estimates between static (??10%) and multimedia (??13%) participants did not differ (p =.86 and.08, respectively) from those of professionals (??9%). Trained volunteers struggled with plot setup and GPS skills. Overall, the online approach used did not influence conferred field skills and abilities. Traditional or multimedia online training augmented with more rigorous, repeated, and hands-on, in-person training in specialized skills required for more difficult tasks will likely improve volunteer abilities, data quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

  16. Are they ready? Organizational readiness for change among clinical teaching teams.

    Science.gov (United States)

    Bank, Lindsay; Jippes, Mariëlle; Leppink, Jimmie; Scherpbier, Albert Jja; den Rooyen, Corry; van Luijk, Scheltus J; Scheele, Fedde

    2017-01-01

    Curriculum change and innovation are inevitable parts of progress in postgraduate medical education (PGME). Although implementing change is known to be challenging, change management principles are rarely looked at for support. Change experts contend that organizational readiness for change (ORC) is a critical precursor for the successful implementation of change initiatives. Therefore, this study explores whether assessing ORC in clinical teaching teams could help to understand how curriculum change takes place in PGME. Clinical teaching teams in hospitals in the Netherlands were requested to complete the Specialty Training's Organizational Readiness for curriculum Change, a questionnaire to measure ORC in clinical teaching teams. In addition, change-related behavior was measured by using the "behavioral support-for-change" measure. A two-way analysis of variance was performed for all response variables of interest. In total, 836 clinical teaching team members were included in this study: 288 (34.4%) trainees, 307 (36.7%) clinical staff members, and 241 (28.8%) program directors. Overall, items regarding whether the program director has the authority to lead scored higher compared with the other items. At the other end, the subscales "management support and leadership," "project resources," and "implementation plan" had the lowest scores in all groups. The study brought to light that program directors are clearly in the lead when it comes to the implementation of educational innovation. Clinical teaching teams tend to work together as a team, sharing responsibilities in the implementation process. However, the results also reinforce the need for change management support in change processes in PGME.

  17. Mind the Gap: Integrating Special Collections Teaching

    Science.gov (United States)

    Samuelson, Todd; Coker, Cait

    2014-01-01

    Instruction is a vital part of the academic librarian's public services mission, but the teaching efforts of special collections librarians can be overlooked due to the culture and particularities of teaching in an archival setting. This article documents the challenges special collections librarians face in integrating their teaching program into…

  18. Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

    Science.gov (United States)

    Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

    2016-01-01

    This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

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

    Science.gov (United States)

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

    2015-01-01

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

  20. How to teach regional anesthesia.

    Science.gov (United States)

    Bröking, Katrin; Waurick, René

    2006-10-01

    The demand for peripheral nerve blocks and neuroaxial blocks from both patients and surgeons has increased over the last few years. This change in attitude towards regional anesthesia is prompted by the insight that adequate perioperative pain management leads to earlier ambulation, shorter hospital stay, reduced cost and increased patient satisfaction. To avoid serious complications of these techniques structured residency programs need to be available. Until 2004, the Residency Review Committee for Anesthesiology in the United States required a minimum of 50 epidurals, 40 spinals and 40 peripheral nerve blocks during residency. Similarly, the German Society for Anesthesia and Intensive Care required 100 neuroaxial blocks and 50 peripheral nerve blocks. In 2004 the American Society of Regional Anesthesia and Pain Medicine endorsed standardized guidelines for regional anesthesia fellowships which regulate the administrative, equipment and educational demands. This review introduces the reader to the different teaching methods available, including cadaver workshops, three-dimensional videoclips, video filming, ultrasound guidance and acoustic assist devices as well as demonstrating their advantages and disadvantages. Moreover, an overview is given of future residency training programs, which integrate administrative, material and educative demands as well as the teaching means into the daily clinical routine.

  1. Peer Observation of Rounds Leads to Collegial Discussion of Teaching.

    Science.gov (United States)

    Pierce, J Rush; Rendón, Patrick; Rao, Deepti

    2018-01-01

    Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise. We developed a direct observation exercise to encourage discussion of teaching techniques and contemplation of change. Using a social learning model, we developed a peer-to-peer observation followed by a nonevaluative discussion. We created a tool for describing teaching behaviors in 5 domains that were similar to or different from the usual behavior of the observing peer: learner presentations, team leadership, bedside teaching, professionalism, and other. After the observation, the observing and observed faculty met to discuss observed teaching behaviors. Both faculty members discussed and then recorded any teaching behaviors that they planned to adopt or change. We implemented this intervention in a 22-member Academic Division of Hospital Medicine at a tertiary care medical center in the United States. A high proportion were junior faculty and graduates of our residency program. We reviewed records of 28 of 31 observations that were completed during the initial 9-month period of implementation and later surveyed faculty. The exercise resulted in planned changes in teaching behaviors that included instituting new methods to improve teaching team leadership, triaging of patients seen on rounds, faculty behaviors during oral presentations, giving real-time feedback, use of technology and humor, demonstrating physical examination findings, and modeling professional behaviors. Faculty later reported adoption of new teaching behaviors that were

  2. Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

    Science.gov (United States)

    Çetin, Nagihan Imer

    2016-01-01

    The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

  3. Students’ Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study

    DEFF Research Database (Denmark)

    Pedersen, Kamilla; Holdgaard, Martin Møller; Paltved, Charlotte

    2017-01-01

    ' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. METHODS: The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed....... Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. CONCLUSION: The format of patient cases included in teaching may have a substantial impact...... unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry....

  4. Can Near-Peer Teaching Improve Academic Performance?

    Science.gov (United States)

    Williams, Brett; Fowler, James

    2014-01-01

    Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…

  5. The Fourth Revolution in Teaching: Meta-Analyses.

    Science.gov (United States)

    Kulik, James A.

    Three major educational revolutions have been the advent of writing, the use of books as teaching tools, and the shift in educational responsibility from the home to the school. The fourth revolution, which is based on the use of electronic technology in teaching, began with programmed teaching machines, individualized instruction, and the…

  6. Learning Programming Patterns Using Games

    Science.gov (United States)

    de Aquino Leal, Alexis Vinícius; Ferreira, Deller James

    2016-01-01

    There is still no pedagogy to teach programming that stands out significantly from others and no consensus on what is the best way for learning programming. There is still a need to develop new teaching methods for learning in introductory programming courses. This paper presents a pedagogic approach in support of creativity in programming and the…

  7. Peer teaching experience of the first year medical students from Turkey.

    Science.gov (United States)

    Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

    2015-02-01

    To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

  8. The Development of Interactive World Wide Web Based Teaching Material in Forensic Science.

    Science.gov (United States)

    Daeid, Niamh Nic

    2001-01-01

    Describes the development of a Web-based tutorial in the forensic science teaching program at the University of Strathclyde (Scotland). Highlights include the theoretical basis for course development; objectives; Web site design; student feedback; and staff feedback. (LRW)

  9. Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

    Science.gov (United States)

    De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

    2018-01-01

    To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

  10. Assessment of Training Programs for Elementary Mathematics Teachers on Developed Curricula and Attitudes towards Teaching in Najran-Saudi Arabia

    Science.gov (United States)

    Aly, Hassan Shawky; Abdulhakeem, Hassan Daker

    2016-01-01

    This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs…

  11. An Investigation of Non-Thesis Master's Program Geography Teacher Candidates' Attitudes towards Teaching Profession regarding Several Socio-Cultural Features

    Science.gov (United States)

    Sezer, Adem; Kara, Hasan; Pinar, Adnan

    2011-01-01

    The purpose of this study is to examine the attitudes of non-thesis master's degree program: geography teacher candidates towards teaching profession regarding several socio-cultural features. The study was conducted in different universities with 218 geography teacher candidates enrolled in the geography education non-thesis master's degree…

  12. Trends in CAD education in interior design programs

    OpenAIRE

    Ko, Hye Mi

    1990-01-01

    This research investigated Computer Aided Design (CAD) education in the interior design. program focusing on educators' opinions about creativity aspects including computer application, teaching materials and teaching methods as well as other trends in CAD education. A questionnaire was sent to one hundred eighty-two members of the Interior Design Educators Council (IDEC). A frequency distribution was used on 69 usable returned surveys to describe the sample characteristi...

  13. The International Context of Teacher Preparation: Rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?"

    Science.gov (United States)

    Gibbs, Graham

    2016-01-01

    This paper, a rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" by Marx et al., suggests glancing at practices outside the United States to get some perspective on the nature of the problem of why so little emphasis is placed on teaching preparation in business doctoral…

  14. Excel spreadsheet in teaching numerical methods

    Science.gov (United States)

    Djamila, Harimi

    2017-09-01

    One of the important objectives in teaching numerical methods for undergraduates’ students is to bring into the comprehension of numerical methods algorithms. Although, manual calculation is important in understanding the procedure, it is time consuming and prone to error. This is specifically the case when considering the iteration procedure used in many numerical methods. Currently, many commercial programs are useful in teaching numerical methods such as Matlab, Maple, and Mathematica. These are usually not user-friendly by the uninitiated. Excel spreadsheet offers an initial level of programming, which it can be used either in or off campus. The students will not be distracted with writing codes. It must be emphasized that general commercial software is required to be introduced later to more elaborated questions. This article aims to report on a teaching numerical methods strategy for undergraduates engineering programs. It is directed to students, lecturers and researchers in engineering field.

  15. Exploring the Teaching Motivations, Satisfaction, and Challenges of Veterinary Preceptors: A Qualitative Study.

    Science.gov (United States)

    Hashizume, Cary T; Myhre, Douglas L; Hecker, Kent G; Bailey, Jeremy V; Lockyer, Jocelyn M

    2016-01-01

    Optimization of clinical veterinary education requires an understanding of what compels veterinary preceptors in their role as clinical educators, what satisfaction they receive from the teaching experience, and what struggles they encounter while supervising students in private practice. We explored veterinary preceptors' teaching motivations, enjoyment, and challenges by undertaking a thematic content analysis of 97 questionnaires and 17 semi-structured telephone interviews. Preceptor motivations included intrinsic factors (obligation to the profession, maintenance of competence, satisfaction) and extrinsic factors (promotion of the veterinary field, recruitment). Veterinarians enjoyed observing the learner (motivation and enthusiasm, skill development) and engaging with the learner (sharing their passion for the profession, developing professional relationships). Challenges for veterinary preceptors included variability in learner interest and engagement, time management, and lack of guidance from the veterinary medicine program. We found dynamic interactions among the teaching motivations, enjoyment, and challenges for preceptors. Our findings suggest that in order to sustain the veterinary preceptor, there is a need to recognize the interplay between the incentives and disincentives for teaching, to foster the motivations and enjoyment for teaching, and to mitigate the challenges of teaching in community private practice.

  16. Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

    Science.gov (United States)

    Posey, Laurie; Pintz, Christine

    2017-09-01

    To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. MLS student active learning within a "cloud" technology program.

    Science.gov (United States)

    Tille, Patricia M; Hall, Heather

    2011-01-01

    In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

  18. Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.

    Science.gov (United States)

    Schussler, Elisabeth E; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

    2015-01-01

    The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. © 2015 E. E. Schussler et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  19. Peer teacher training (PTT) program for health professional students: interprofessional and flipped learning.

    Science.gov (United States)

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

    2017-12-04

    The need for developing healthcare professional students' peer teaching skills is widely acknowledged, and a number of discipline-based peer teacher training programs have been previously reported. However, a consensus on what a student peer teaching skills program across the health professions should entail, and the associated benefits and challenges, has not been previously described. The purpose of this study was to demonstrate the design and implementation of an interprofessional Peer Teacher Training (PTT) program, and explore outcomes and participant perceptions, using Experience-Based Learning (ExBL) theory. In 2016, an interprofessional team of academics from across three healthcare faculties: Medicine, Pharmacy and Health Sciences, developed and implemented a six module, flipped learning, interprofessional PTT program. Pre- and post questionnaires, using a Likert scale of 1-5, as well as open ended questions, were distributed to students. Descriptive statistics were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. Ninety senior students from across the three faculties participated. Eighty nine percent of participants completed a pre- and post-course questionnaire. Students felt the required pre-class preparation, including online pre-reading, discussion board, videos, and teaching activities enhanced their face-to-face learning experience. In class, students valued the small-group activities, and the opportunities to practice their teaching skills with provision of feedback. Students reported increased confidence to plan and deliver peer teaching activities, and an increased awareness of the roles and responsibilities of health professionals outside of their own discipline, and use of different terminology and communication methods. Students' suggestions for improving the PTT, included; less large group teaching; more online delivery of theory; and inclusion of a wider range of health professional disciplines

  20. Developing marketing strategies for university teaching hospitals.

    Science.gov (United States)

    Fink, D J

    1980-07-01

    University teaching hospitals face increasing competition from community hospitals, expanding regulation of health care, a rising tide of consumerism, and in many cases a declining urban population base. These problems, which may threaten the teaching hospital's ability to continue tertiary care, teaching, and research functions, may be solved with the aid of new marketing strategies. In developing its marketing strategy, a hospital must assess its strengths and weaknesses, specify its goals in measurable terms, implement tactics to achieve these goals, and evaluate its marketing program. The strategies should be directed toward achieving better relationships with institutions, practitioners, and surrounding communities and increasing patient, visitor, and employee satisfaction. A wide variety of programs can be used to reach these goals and to help teaching hospitals meet the competitive challenges of this decade.

  1. Teaching Literacy: Methods for Studying and Improving Library Instruction

    Directory of Open Access Journals (Sweden)

    Meggan Houlihan

    2012-12-01

    Full Text Available Objective – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learning, individual teaching skill, and the overall IL programat the American University in Cairo.Methods – Researchers implemented three main evaluation tools to gather data in thisstudy. Librarians collected both quantitative and qualitative data using studentplus/delta surveys, peer evaluation, and faculty feedback in order to draw overallconclusions about the effectiveness of one-shot IL sessions. By designing a multi-methodstudy, and gathering information from students, faculty, and instruction librarians,results represented the perspectives of multiple stakeholders. Results – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge.Conclusion – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and

  2. How can clinician-educator training programs be optimized to match clinician motivations and concerns?

    Directory of Open Access Journals (Sweden)

    McCullough B

    2015-01-01

    Full Text Available Brendan McCullough, Gregory E Marton, Christopher J Ramnanan Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada Background: Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. Methods: Review of medical education literature using the terms “attitudes”, “motivations”, “physicians”, “teaching”, and “undergraduate medical education” resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. Results: A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. Conclusion: Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education. Keywords: clinician-educators, teaching, undergraduate medical

  3. Teacher Training and Pre-service Primary Teachers’ Self-Efficacy for Science Teaching

    NARCIS (Netherlands)

    Velthuis, C.H.; Fisser, Petra; Pieters, Julius Marie

    2014-01-01

    This study focuses on the improvement of pre-service teachers’ self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive

  4. Minimizing the Free Energy: A Computer Method for Teaching Chemical Equilibrium Concepts.

    Science.gov (United States)

    Heald, Emerson F.

    1978-01-01

    Presents a computer method for teaching chemical equilibrium concepts using material balance conditions and the minimization of the free energy. Method for the calculation of chemical equilibrium, the computer program used to solve equilibrium problems and applications of the method are also included. (HM)

  5. Peer observation of teaching as a faculty development tool

    Directory of Open Access Journals (Sweden)

    Sullivan Peter B

    2012-05-01

    Full Text Available Abstract Background Peer observation of Teaching involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching. This study employed and assessed peer observation as a constructive, developmental process for members of a Pediatric Teaching Faculty. Methods This study describes how peer observation was implemented as part of a teaching faculty development program and how it was perceived by teachers. The PoT process was divided into 4 stages: pre-observation meeting, observation, post-observation feedback and reflection. Particular care was taken to ensure that teachers understood that the observation and feedback was a developmental and not an evaluative process. Twenty teachers had their teaching peer observed by trained Faculty members and gave an e-mail ‘sound-bite’ of their perceptions of the process. Teaching activities included lectures, problem-based learning, small group teaching, case-based teaching and ward-based teaching sessions. Results Teachers were given detailed verbal and written feedback based on the observer’s and students’ observations. Teachers’ perceptions were that PoT was useful and relevant to their teaching practice. Teachers valued receiving feedback and viewed PoT as an opportunity for insight and reflection. The process of PoT was viewed as non-threatening and teachers thought that PoT enhanced the quality of their teaching, promoted professional development and was critical for Faculty development. Conclusions This study demonstrated that PoT can be used in a constructive way to improve course content and delivery, to support and encourage medical teachers, and to reinforce good teaching.

  6. TeachEnG: a Teaching Engine for Genomics.

    Science.gov (United States)

    Kim, Minji; Kim, Yeonsung; Qian, Lei; Song, Jun S

    2017-10-15

    Bioinformatics is a rapidly growing field that has emerged from the synergy of computer science, statistics and biology. Given the interdisciplinary nature of bioinformatics, many students from diverse fields struggle with grasping bioinformatic concepts only from classroom lectures. Interactive tools for helping students reinforce their learning would be thus desirable. Here, we present an interactive online educational tool called TeachEnG (acronym for Teaching Engine for Genomics) for reinforcing key concepts in sequence alignment and phylogenetic tree reconstruction. Our instructional games allow students to align sequences by hand, fill out the dynamic programming matrix in the Needleman-Wunsch global sequence alignment algorithm, and reconstruct phylogenetic trees via the maximum parsimony, Unweighted Pair Group Method with Arithmetic mean (UPGMA) and Neighbor-Joining algorithms. With an easily accessible interface and instant visual feedback, TeachEnG will help promote active learning in bioinformatics. TeachEnG is freely available at http://teacheng.illinois.edu. The source code is available from https://github.com/KnowEnG/TeachEnG under the Artistic License 2.0. It is written in JavaScript and compatible with Firefox, Safari, Chrome and Microsoft Edge. songj@illinois.edu. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

  7. The Theory about didactical situations used to analyze practice related teaching and learning

    DEFF Research Database (Denmark)

    Aarkrog, Vibe

    2018-01-01

    Based on research showing that the students’ challenges in practice based learning can be located to the transitions between theory and practice, this study focuses on how teachers support the students in these transitions. The theoretical framework is mainly Brousseau’s ‘Theory about didactical...... the results show that the Theory of didactical situations can be a useful framework accomplishing practice related teaching and learning. In the discussion a number of challenges in relation to practice related teaching is highlighted focusing on the relation between the five situations in the theory...... situations’ that defines five situations of practice related teaching. The data includes observations combined with interviews of teachers in relation to various examples of practice related teaching in the social and health care programs. Based on the analysis of three examples of practice related teaching...

  8. Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

    Science.gov (United States)

    Lenchuk, Iryna; Ahmed, Amer

    2013-01-01

    Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teaching in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to…

  9. Teaching Applied Behavior Analysis Knowledge Competencies to Direct-Care Service Providers: Outcome Assessment and Social Validation of a Training Program

    Science.gov (United States)

    Luiselli, James K.; Bass, Jennifer D.; Whitcomb, Sara A.

    2010-01-01

    Staff training is a critical performance improvement objective within behavioral health care organizations. This study evaluated a systematic training program for teaching applied behavior analysis knowledge competencies to newly hired direct-care employees at a day and residential habilitation services agency for adults with intellectual and…

  10. Teaching teamwork in medical education.

    Science.gov (United States)

    Lerner, Susan; Magrane, Diane; Friedman, Erica

    2009-08-01

    situations (ie, anesthesia, trauma, and labor and delivery). We describe the current programs for teaching medical students these essential skills and what recommendations have been made about the best ways to introduce teaching this skill set into the curriculum. Finally, we include a review on assessing teamwork because one cannot teach team training without implementing an assessment to ensure that the skills are being learned.

  11. TEACH-ME: IMPLEMENTATION OF MOBILE ENVIRONMENTS TO THE TEACH - LEARNING PROCESS

    Directory of Open Access Journals (Sweden)

    Luis Eduardo Pérez Peregrino

    2011-05-01

    Full Text Available The research project TEACH-ME (Technology, Engineering Calculus and Hewlett-Packard Mobile Environment presents an educational proposal that seeks to innovate the teaching and learning processes of mathematics, Logic Basic Programming and Management of Information, through the introduction of collaborative working environments, in order to provide the integrated development of learning methodologies, enhancing cognitive abilities in their students. As a case study, it presents the results obtained when applying this project to students in their first semester at the Faculty of Engineering at “Corporación Universitaria Minuto de Dios” University, which introduces the use of tablet PCs from Hewlett Packard to support the teaching process. This article presents the process of implementing of the TEACH-ME Project, developed as an academic environment that has allowed the implementation processes of research on the impact of the application of information technologies and communication technologies to the higher education teaching. We will present the project background, what the implementation process has so far done, the impact obtained from the learning and teaching processes, the integration of technologies at an academic meeting who has helped carry out the project and, finally, the contributions of the Tablet PC to the teaching-learning process at the University.

  12. Teaching and Learning Health Justice: Best Practices and Recommendations for Innovation

    Science.gov (United States)

    Rentmeester, Christy A.; Chapple, Helen S.; Haddad, Amy M.; Stone, John R.

    2016-01-01

    We describe the development and implementation of an online graduate bioethics program that weaves a theme of health justice throughout the curriculum. Our account relies on a constructionist model of curriculum development and adult teaching and learning theory. Our curriculum draws upon core values of Jesuit higher education, including content…

  13. Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

    Science.gov (United States)

    Michel, Joseph; Patin, Paul

    Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

  14. Teaching Mindfulness to Year Sevens as Part of Health and Personal Development

    Science.gov (United States)

    Arthurson, Kathy

    2015-01-01

    Recently the adoption of mindfulness or contemplative based approaches has escalated across many sectors, including in education. Proponents argue that mindfulness based teaching programs improve students' life skills, provide emotional balance, reduce stress and enhance classroom climate. To date though there is little evaluation or knowledge of…

  15. Development and Implementation of a Combined Master of Science and PGY1/PGY2 Health-System Pharmacy Administration Residency Program at a Large Community Teaching Hospital.

    Science.gov (United States)

    Gazda, Nicholas P; Griffin, Emily; Hamrick, Kasey; Baskett, Jordan; Mellon, Meghan M; Eckel, Stephen F; Granko, Robert P

    2018-04-01

    Purpose: The purpose of this article is to share experiences after the development of a health-system pharmacy administration residency with a MS degree and express the need for additional programs in nonacademic medical center health-system settings. Summary: Experiences with the development and implementation of a health-system pharmacy administration residency at a large community teaching hospital are described. Resident candidates benefit from collaborations with other health-systems through master's degree programs and visibility to leaders at your health-system. Programs benefit from building a pipeline of future pharmacy administrators and by leveraging the skills of residents to contribute to projects and department-wide initiatives. Tools to assist in the implementation of a new pharmacy administration program are also described and include rotation and preceptor development, marketing and recruiting, financial evaluation, and steps to prepare for accreditation. Conclusion: Health-system pharmacy administration residents provide the opportunity to build a pipeline of high-quality leaders, provide high-level project involvement, and produce a positive return on investment (ROI) for health-systems. These programs should be explored in academic and nonacademic-based health-systems.

  16. Use of the Emergency First Response Program as a Tool for Teaching English as a Foreign Language: A Discussion

    Science.gov (United States)

    Cordice, Kurt

    2009-01-01

    This paper discussed both the theoretical and practical implications of using a first aid training course, specifically the Emergency First Response (EFR) program, as a tool for the teaching and practice of English as a Foreign Language (EFL). The conceptual origins of the idea are discusses through comparisons with theories of learning found in…

  17. Using iPods[R] and iPads[R] in Teaching Programs for Individuals with Developmental Disabilities: A Systematic Review

    Science.gov (United States)

    Kagohara, Debora M.; van der Meer, Larah; Ramdoss, Sathiyaprakash; O'Reilly, Mark F.; Lancioni, Giulio E.; Davis, Tonya N.; Rispoli, Mandy; Lang, Russell; Marschik, Peter B.; Sutherland, Dean; Green, Vanessa A.; Sigafoos, Jeff

    2013-01-01

    We conducted a systematic review of studies that involved iPods[R], iPads[R], and related devices (e.g., iPhones[R]) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings.…

  18. Effectiveness of video-assisted teaching program on safety measures followed by the employees working in the silica-based industry in Puducherry, India.

    Science.gov (United States)

    Nanthini, Thiruvengadam; Karunagari, Karaline

    2016-01-01

    Employees constitute a large and important sector of the world's population. The global labor force is about 2,600 million and 75% of this force is working in developing countries. Occupational health and safety (OHS) must be managed in every aspect of their work. Occupational safety and health (OSH), also commonly referred to as OHS or workplace health and safety (WHS) is an area concerned with the safety, health, and welfare of people engaged in any employment. The goal of OSH is to foster a safe and healthy work environment. The aim of this study is to evaluate the effectiveness of video-assisted teaching program on safety measures. A total of 105 employees were selected from M/s ACE Glass Containers Ltd. at Puducherry, India using the convenience sampling technique. Pretest was conducted using a self-administered questionnaire. Subsequent video-assisted teaching was conducted by the investigator after which posttest was conducted. Video-assisted teaching program was found to be effective in improving the knowledge, attitude, and practice of the subjects. Periodical reorientation on safety measures are needed for all the employees as it is essential for promoting the well-being of employees working in any industry.

  19. Explicit Instruction Elements in Core Reading Programs

    Science.gov (United States)

    Child, Angela R.

    2012-01-01

    Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

  20. Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study.

    Science.gov (United States)

    Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte; Mors, Ole; Ringsted, Charlotte; Morcke, Anne Mette

    2017-10-06

    The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews. Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. The format of patient cases included in teaching may have a substantial impact on students' patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

  1. Drugs of Abuse and Addiction: An integrated approach to teaching.

    Science.gov (United States)

    Miller, Lindsey N; Mercer, Susan L

    2017-05-01

    To describe the design, implementation, and student perceptions of a Drugs of Abuse and Addiction elective course utilizing an integrated teaching model. Third-year pharmacy students enrolled in the two credit hour elective. Teaching methodology included didactic lecture, journal club, simulated addiction assignment with reflection, debates, external speakers, site visit to a residential drug court program and research paper with presentation. A course objective survey was administered upon course completion. All students strongly agreed that having science- and clinical-based faculty members develop and deliver course content was beneficial. Additionally, all students agree to strongly agree that their research project helped them integrate and comprehend the science and practice surrounding drugs of abuse and addiction. Students enjoyed an integrated teaching approach and multiple teaching methodologies leading to increased engagement and enhancement of student learning. Course enrollment was beneficial for personalized learning, but limited student perspective. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. Teaching Environmental Geology in the 21St Century: A Workshop Report

    Science.gov (United States)

    Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

    2012-12-01

    Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program

  3. Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program

    DEFF Research Database (Denmark)

    Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi

    2016-01-01

    learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5...... formal teaching session. The overall education scores of the sessions as rated by the residents were high....

  4. Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study

    Science.gov (United States)

    Boström, Lena; Hallin, Karin

    2013-01-01

    The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and…

  5. OJPOT: Online Judge & Practice Oriented Teaching Idea in Programming Courses

    Science.gov (United States)

    Wang, Gui Ping; Chen, Shu Yu; Yang, Xin; Feng, Rui

    2016-01-01

    Practical abilities are important for students from majors including Computer Science and Engineering, and Electrical Engineering. Along with the popularity of ACM International Collegiate Programming Contest (ACM/ICPC) and other programming contests, online judge (OJ) websites achieve rapid development, thus providing a new kind of programming…

  6. Exploring science and mathematics teaching experiences in Thailand using reflective journals of an internship program between Vietnamese and Thai students

    Science.gov (United States)

    Pruekpramool, Chaninan; Kanyaprasith, Kamonwan; Phonphok, Nason; Diem, Huynh Thi Thuy

    2018-01-01

    An internship program between Vietnamese student teachers from Cantho University and Thai graduate students from Srinakharinwirot University has occurred in June 2016. There were six Vietnamese student teachers and four Thai graduate students participated in this program with the help of science teachers from two schools in Sa Kaeo and Chachoengsao Provinces of Thailand. To explore Vietnamese and Thai students' life experiences and their perceptions in science and Mathematics teaching, reflective journals were used to record their progress as team teaching in primary and lower secondary classrooms in the form of the online format via social media in English language. The data were collected from 54 reflective journals from their eight days experiences at the schools. The data were analyzed qualitatively using Van Manen's level of reflectivity which composed of three levels; 1) Technical Rationality (TR), 2) Practical Action (PA) and 3) Critical Reflection (CR). The results explicitly revealed that the three levels of reflectivity have appeared in the reflective journals. Besides, Vietnamese and Thai students have learned more from each other and can exchange their educational experiences and culture. Certainly, this was the first time for them to teach science and mathematics in English to Thai students. Moreover, they have shared their impressions toward schools, teachers and also students in the schools in their reflective journal as well.

  7. [Science of Meridians, Collaterals and Acupoints--Exploration on teaching method of meridian syndromes].

    Science.gov (United States)

    Wang, Yinping; Zhang, Zongquan; Wang, Wenlin; Yuan, Limin

    2015-04-01

    Meridian syndromes are the required basic knowledge for mastering Science of Meridians, Collaterals and Acupoints but have not brought the adequate attention on the teaching program. The writers discovered' that the content of this section occupied a decisive role for developing the students' clinical thinking ability and, stimulating their interests to learn classical TCM theories. It's necessary to enhance the importance on meridian syndromes during teaching program. The teaching program was discussed in three aspects, named workshop pattern, competitive pattern and multimedia pattern. This teaching method may improve students' interests in the study on classical TCM theories, deepen the understanding on knowledge and motivate students' learning autonomy so that the teaching quality can be improved.

  8. Classical mechanics including an introduction to the theory of elasticity

    CERN Document Server

    Hentschke, Reinhard

    2017-01-01

    This textbook teaches classical mechanics as one of the foundations of physics. It describes the mechanical stability and motion in physical systems ranging from the molecular to the galactic scale. Aside from the standard topics of mechanics in the physics curriculum, this book includes an introduction to the theory of elasticity and its use in selected modern engineering applications, e.g. dynamic mechanical analysis of viscoelastic materials. The text also covers many aspects of numerical mechanics, ranging from the solution of ordinary differential equations, including molecular dynamics simulation of many particle systems, to the finite element method. Attendant Mathematica programs or parts thereof are provided in conjunction with selected examples. Numerous links allow the reader to connect to related subjects and research topics. Among others this includes statistical mechanics (separate chapter), quantum mechanics, space flight, galactic dynamics, friction, and vibration spectroscopy. An introductory...

  9. Faculty Experience Teaching in an Interdisciplinary First-Year Seminar Program: The Case of the University of Guelph

    Directory of Open Access Journals (Sweden)

    Jacqueline Murray

    2016-06-01

    Full Text Available First-year seminar programs have been a feature on the landscape of post-secondary teaching and learning in the United States, since they first appeared in the 1880s at Boston University (Mamrick, 2005. More recently, they have begun to appear at Canadian universities. For example, first-year seminars were introduced a decade ago at the University of Guelph, as a campus-wide initiative. To recognize the first decade that these unique, interdisciplinary seminars have been offered, faculty were surveyed to understand better the impact of the program on those teaching in it, as well as their perceptions of their students. The experience of the University of Guelph suggests first-year seminar programs can have a significant influence on the teaching and professional experience of faculty and encourages them to extend their networks beyond the department and across the campus. Significantly, seminars serve as sites for pedagogical experimentation that can influence departmental curricula. Faculty who teach a first-year seminar have high satisfaction and report myriad benefits to morale, teaching, and research. The salutary effects of a first-year seminar program are not local but would be transferable across post-secondary institutions. Aux États-Unis, on a beaucoup parlé des programmes de séminaires de première année dans le paysage de la pédagogie dans l’enseignement supérieur, depuis leur première apparition dans les années 1880 à l’Université de Boston (Mamrick, 2005. Plus récemment, ils ont commencé à apparaître dans les universités canadiennes. Par exemple, des séminaires de première année ont été introduits il y a dix ans à l’Université de Guelph en tant qu’initiative à l’échelle du campus. Afin de marquer la première décennie au cours de laquelle ces séminaires interdisciplinaires uniques ont été offerts, une enquête a été menée auprès des professeurs pour mieux comprendre les effets du programme

  10. Some perceptions of participants PIBID/Chemistry/UEL about teaching and teacher education

    Directory of Open Access Journals (Sweden)

    Fabiele Cristiane Dias Broietti

    2015-05-01

    Full Text Available This study aims to investigate the perception of individuals involved in the Institutional Program of Teaching Initiation Scholarship (PIBID developed at the Chemistry Teaching Course from the State University of Londrina (UEL, in relation to project development. The subproject PIBID/Chemistry/UEL aims to develop learning activities that include reading, contextualization and experimentation to develop scientific knowledge, as well as discussions about the theoretical referential that underlie the research in Science Teaching. From this perspective was proposed and elaborated a questionnaire to high school students, scholars and supervisors participants. Through the results obtained evidenced a growing interest among high school students in relation to the teaching of chemistry, when they experience different activities. The scholars and supervisors was made possible a space for discussion and reflection about the initial and continuing teachers education.

  11. Designing monitoring programs for chemicals of emerging concern in potable reuse--what to include and what not to include?

    Science.gov (United States)

    Drewes, J E; Anderson, P; Denslow, N; Olivieri, A; Schlenk, D; Snyder, S A; Maruya, K A

    2013-01-01

    This study discussed a proposed process to prioritize chemicals for reclaimed water monitoring programs, selection of analytical methods required for their quantification, toxicological relevance of chemicals of emerging concern regarding human health, and related issues. Given that thousands of chemicals are potentially present in reclaimed water and that information about those chemicals is rapidly evolving, a transparent, science-based framework was developed to guide prioritization of which compounds of emerging concern (CECs) should be included in reclaimed water monitoring programs. The recommended framework includes four steps: (1) compile environmental concentrations (e.g., measured environmental concentration or MEC) of CECs in the source water for reuse projects; (2) develop a monitoring trigger level (MTL) for each of these compounds (or groups thereof) based on toxicological relevance; (3) compare the environmental concentration (e.g., MEC) to the MTL; CECs with a MEC/MTL ratio greater than 1 should be prioritized for monitoring, compounds with a ratio less than '1' should only be considered if they represent viable treatment process performance indicators; and (4) screen the priority list to ensure that a commercially available robust analytical method is available for that compound.

  12. 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.

  13. Expression of Emotions and Physiological Changes during Teaching

    Science.gov (United States)

    Tobin, Kenneth; King, Donna; Henderson, Senka; Bellocchi, Alberto; Ritchie, Stephen M.

    2016-01-01

    We investigated the expression of emotions while teaching in relation to a teacher's physiological changes. We used polyvagal theory (PVT) to frame the study of teaching in a teacher education program. Donna, a teacher-researcher, experienced high levels of stress and anxiety prior to beginning to teach and throughout the lesson we used her…

  14. Supporting near-peer teaching in general practice: a national survey.

    Science.gov (United States)

    van de Mortel, Thea F; Silberberg, Peter L; Ahern, Christine M; Pit, Sabrina W

    2016-05-12

    Training bodies see teaching by junior doctors and vocational trainees in general practice (family medicine) as integral to a doctor's role. While there is a body of literature on teacher training programs, and on peer and near-peer teaching in hospitals and universities, there has been little examination of near-peer teaching in general practice. Near-peer teaching is teaching to those close to oneself but not at the same level in the training continuum. This study investigated the perceptions of key stakeholders on near-peer teaching in general practice, their current near-peer teaching activities, and methods of recruitment and support. A national anonymous online survey was used to obtain data on Australian stakeholders' perceptions of, and processes related to, near-peer teaching in general practice. Recruitment occurred via electronic invitations sent by training providers and stakeholder associations. Separate questionnaires, which were validated via several cycles of review and piloting, were developed for supervisors and learners. The survey included both fixed response and open response questions. Responses (n = 1,122) were obtained from 269 general practitioner supervisors, 221 general practice registrars, 319 prevocational trainees, and 313 medical students. All stakeholder groups agreed that registrars should teach learners in general practice, and 72% of registrars, 68% of prevocational trainees, and 33% of medical students reported having done some teaching in this setting. Three-quarters of supervisors allowed learners to teach. Having another learner observe their consultations was the most common form of teaching for registrars and prevocational trainees. Eight percent of registrars received some remuneration for teaching. The approach used to determine teaching readiness and quality varied greatly between supervisors. Near-peer teaching was supported by the majority of stakeholders, but is underutilised and has poor structural support

  15. Peer teaching in paediatrics - medical students as learners and teachers on a paediatric course.

    Science.gov (United States)

    Schauseil-Zipf, Ulrike; Karay, Yassin; Ehrlich, Roland; Knoop, Kai; Michalk, Dietrich

    2010-01-01

    Peer assisted learning is known as an effective educational strategy in medical teaching. We established a peer assisted teaching program by student tutors with a focus on clinical competencies for students during their practical training on paediatric wards. It was the purpose of this study to investigate the effects of a clinical skills training by tutors, residents and consultants on students evaluations of the teaching quality and the effects of a peer teaching program on self assessed clinical competencies by the students. Medical student peers in their 6(th) year were trained by an intensive instruction program for teaching clinical skills by paediatric consultants, doctors and psychologists. 109 students in their 5(th) year (study group) participated in a peer assisted teaching program for training clinical skills in paediatrics. The skills training by student peer teachers were supervised by paediatric doctors. 45 students (control group) participated in a conventional paediatric skills training by paediatric doctors and consultants. Students from both groups, which were consecutively investigated, completed a questionnaire with an evaluation of the satisfaction with their practical training and a self assessment of their practical competencies. The paediatric skills training with student peer teachers received significantly better ratings than the conventional skills training by paediatric doctors concerning both the quality of the practical training and the support by the teaching medical staff. Self assessed learning success in practical skills was higher rated in the peer teaching program than in the conventional training. The peer assisted teaching program of paediatric skills training was rated higher by the students regarding their satisfaction with the teaching quality and their self assessment of the acquired skills. Clinical skills training by student peer teachers have to be supervised by paediatric doctors. Paediatric doctors seem to be more

  16. Teaching tourism change agents

    DEFF Research Database (Denmark)

    Blichfeldt, Bodil Stilling; Kvistgaard, Hans-Peter; Hird, John

    2017-01-01

    This article discuss es know ledge, competencies and skills Master’s students should obtain during their academic studies and particularly, the differences between teaching about a topic and teaching to do. This is ex emplified by experiential learning theory and the case of a change management...... course that is part of a Tourism Master’s program, where a major challenge is not only to teach students about change and change agents, but to teach them how change feels and ho w to become change agents. The c hange management course contains an experiment inspired by experiential teaching literature...... and methods. The experiment seeks to make students not only hear/learn about change agency and management, but to make them feel cha nge, hereby enabling them to develop the skills and competencies necessary for them to take on the role as change agent s and thus enable them to play key role s in implementing...

  17. Creative payment strategy helps ensure a future for teaching hospitals.

    Science.gov (United States)

    Vancil, D R; Shroyer, A L

    1998-11-01

    The Colorado Medicaid Program in years past relied on disproportionate share hospital (DSH) payment programs to increase access to hospital care for Colorado citizens, ensure the future financial viability of key safety-net hospitals, and partially offset the state's cost of funding the Medicaid program. The options to finance Medicaid care using DSH payments, however, recently have been severely limited by legislative and regulatory changes. Between 1991 and 1997, a creative Medicaid refinancing strategy called the major teaching hospital (MTH) payment program enabled $131 million in net payments to be distributed to the two major teaching hospitals in Colorado to provide enhanced funding related to their teaching programs and to address the ever-expanding healthcare needs of their low-income patients. This new Medicaid payment mechanism brought the state $69.5 million in Federal funding that otherwise would not have been received.

  18. Proceedings Sixth Workshop on Trends in Functional Programming in Education

    OpenAIRE

    Thompson, Simon

    2018-01-01

    The Sixth International Workshops on Trends in Functional Programming in Education, TFPIE 2017, was held on 22 June 2017 at the University of Kent, in Canterbury, UK, and was co-located with TFP, the Symposium on Trends in Functional Programming. The goal of TFPIE is to gather researchers, professors, teachers, and all professionals interested in functional programming in education. This includes the teaching of functional programming, but also the application of functional programming as a t...

  19. Optimum Design of Braced Steel Space Frames including Soil-Structure Interaction via Teaching-Learning-Based Optimization and Harmony Search Algorithms

    OpenAIRE

    Ayse T. Daloglu; Musa Artar; Korhan Ozgan; Ali İ. Karakas

    2018-01-01

    Optimum design of braced steel space frames including soil-structure interaction is studied by using harmony search (HS) and teaching-learning-based optimization (TLBO) algorithms. A three-parameter elastic foundation model is used to incorporate the soil-structure interaction effect. A 10-storey braced steel space frame example taken from literature is investigated according to four different bracing types for the cases with/without soil-structure interaction. X, V, Z, and eccentric V-shaped...

  20. Promoting Success in the Physical Sciences: The University of Wisconsin's Physics Learning Program

    Science.gov (United States)

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

    2002-05-01

    The Physics Learning Program at the University of Wisconsin-Madison provides small group, academic and mentoring support for students enrolled in algebra-based introductory physics courses. Those students accepted into our program are potentially at-risk academically in their physics course or for feeling isolated at the University. They include, among others, students who have not taken high school physics, returning adults, minority students, students with disabilities, and students with English as a second language. A core component of the program is the peer-lead teaching and mentoring groups that match upper level undergraduate physics majors with students potentially at-risk in introductory physics. The tutors receive ongoing training and supervision throughout the year. The program has expanded over the years to include staff tutors, the majority of whom are scientists who seek additional teaching experience. The Physics Peer Mentor Tutor Program is run in collaboration with a similar chemistry program at the University of Wisconsin's Chemistry Learning Center. We will describe our Physics Learning Programs and discuss some of the challenges, successes, and strategies used to work with our tutors and students.

  1. Teaching Braille Letters, Numerals, Punctuation, and Contractions to Sighted Individuals

    Science.gov (United States)

    Putnam, Brittany C.; Tiger, Jeffrey H.

    2015-01-01

    Braille-character recognition is one of the foundational skills required for teachers of braille. Prior research has evaluated computer programming for teaching braille-to-print letter relations (e.g., Scheithauer & Tiger, 2012). In the current study, we developed a program (the Visual Braille Trainer) to teach not only letters but also…

  2. Using Multimedia for Teaching Analysis in History of Modern Architecture.

    Science.gov (United States)

    Perryman, Garry

    This paper presents a case for the development and support of a computer-based interactive multimedia program for teaching analysis in community college architecture design programs. Analysis in architecture design is an extremely important strategy for the teaching of higher-order thinking skills, which senior schools of architecture look for in…

  3. Rutgers Young Horse Teaching and Research Program: sustainability of taking a risk with "at risk" horses.

    Science.gov (United States)

    Ralston, Sarah L; Molnar, Anne

    2012-12-01

    In 1999, the Young Horse Teaching and Research Program (YHTRP) was initiated at Rutgers University. The unique aspect of the program was using horses generally considered "at risk" and in need of rescue, but of relatively low value. The risks of using horses from pregnant mare urine (PMU) ranches and Bureau of Land Management (BLM) mustangs were high, but, ultimately, unrealized. No students or staff members were seriously injured over the course of the next 12 yr, and the horses were sold annually as highly desirable potential athletes or pleasure horses, usually at a profit. The use of "at risk" horses generated a significant amount of positive media attention and attracted substantial funding in the form of donations and sponsorships, averaging over $60,000 (USD)per year. Despite economic downturns, public and industry support provided sustainability for the program with only basic University infrastructural support. Taking the risk of using "at risk" horses paid off, with positive outcomes for all.

  4. What motivates senior clinicians to teach medical students?

    Directory of Open Access Journals (Sweden)

    Owen Cathy

    2005-07-01

    Full Text Available Abstract Background This study was designed to assess the motivations of senior medical clinicians to teach medical students. This understanding could improve the recruitment and retention of important clinical teachers. Methods The study group was 101 senior medical clinicians registered on a teaching list for a medical school teaching hospital (The Canberra Hospital, ACT, Australia. Their motivations to teach medical students were assessed applying Q methodology. Results Of the 75 participants, 18 (24% were female and 57 (76% were male. The age distribution was as follows: 30–40 years = 16 participants (21.3%, 41–55 years = 46 participants (61.3% and >55 years = 13 participants (17.3%. Most participants (n = 48, 64% were staff specialists and 27 (36% were visiting medical officers. Half of the participants were internists (n = 39, 52%, 12 (16% were surgeons, and 24 (32% were other sub-specialists. Of the 26 senior clinicians that did not participate, two were women; 15 were visiting medical officers and 11 were staff specialists; 16 were internists, 9 were surgeons and there was one other sub-specialist. The majority of these non-participating clinicians fell in the 41–55 year age group. The participating clinicians were moderately homogenous in their responses. Factor analysis produced 4 factors: one summarising positive motivations for teaching and three capturing impediments for teaching. The main factors influencing motivation to teach medical students were intrinsic issues such as altruism, intellectual satisfaction, personal skills and truth seeking. The reasons for not teaching included no strong involvement in course design, a heavy clinical load or feeling it was a waste of time. Conclusion This study provides some insights into factors that may be utilised in the design of teaching programs that meet teacher motivations and ultimately enhance the effectiveness of the medical teaching workforce.

  5. Hybrid Lives of Teaching and Artistry: A Study of Teaching Artists in Dance in the USA

    Science.gov (United States)

    Risner, Doug

    2012-01-01

    This paper investigates teaching artists in the USA whose work is rooted in dance and dance-related disciplines. Teaching artists, although the descriptor itself remains both ambiguous and debated in the USA, provide a good deal of arts education delivery in K12 schools and afterschool programs. Based on survey data from a range of dance teaching…

  6. Students’ Perception on Teaching Practicum Evaluation using Video Technology

    Science.gov (United States)

    Chee Sern, Lai; ‘Ain Helan Nor, Nurul; Foong, Lee Ming; Hassan, Razali

    2017-08-01

    Video technology has been widely used in education especially in teaching and learning. However, the use of video technology for evaluation purpose especially in teaching practicum is extremely scarce and the benefits of video technology in teaching practicum evaluation have not yet been fully discovered. For that reason, this quantitative research aimed at identifying the perceptions of trainee teachers towards teaching practicum evaluation via video technology. A total of 260 students of Teacher Certification Programme (Program Pensiswazahan Guru - PPG) from the Faculty of Technical and Vocational Education (FPTV) of Universiti Tun Hussein Onn Malaysia (UTHM) had been randomly selected as respondents. A set of questionnaire was developed to assess the suitability, effectiveness and satisfaction of using video technology for teaching practicum. Conclusively, this research showed that the trainee teachers have positive perceptions in all three aspects related teaching practicum evaluation using video technology. Apart from that, no significant racial difference was found in the measured aspects. In addition, the trainee teachers also showed an understanding of the vast importance of teaching practicum evaluation via video. These research findings suggest that video technology can be a feasible and practical means of teaching practicum evaluation especially for distance learning program.

  7. Contemporary teaching strategies of exemplary community preceptors--is technology helping?

    Science.gov (United States)

    Scott, Stephen M; Schifferdecker, Karen E; Anthony, David; Chao, Jason; Chessman, Alexander W; Margo, Katherine; Seagrave, Martha; Leong, Shou Ling

    2014-01-01

    Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors. Five schools' family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory. Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner's needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools. While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.

  8. 12 CFR 303.46 - Financial education programs that include the provision of bank products and services.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Financial education programs that include the provision of bank products and services. 303.46 Section 303.46 Banks and Banking FEDERAL DEPOSIT INSURANCE... Branches and Offices § 303.46 Financial education programs that include the provision of bank products and...

  9. Teaching Pediatric Nursing Concepts to Non-Pediatric Nurses Using an Advance Organizer

    Science.gov (United States)

    Bell, Julie Ann

    2013-01-01

    Non-pediatric nurses in rural areas often care for children in adult units, emergency departments, and procedural areas. A half-day program about pediatric nursing using constructivist teaching strategies including an advance organizer, case studies, and simulation was offered at a community hospital in Western North Carolina. Nurses reported a…

  10. Seminar program for postgraduate specialty training in general practice: proposal for a 5-year thematic catalogue

    Directory of Open Access Journals (Sweden)

    Sommer, Susanne

    2017-11-01

    Full Text Available Introduction: In different German regions, seminar programs have been conducted for General practice residents. In each region, selection and teaching of learning content is conducted in a different manner. So far, no structured, standardized curriculum has been implemented nationwide. We have investigated, if the development of a common 5-year program of learning topics is conceivable between the different university departments of General practice in Germany.Method: The seminar program working group of the DEGAM (German College of General Practitioners and Family Physicians has conducted an online survey based on information gathered via preliminary telephone conference (n=7; physicians with postgraduate teaching experience among all German university departments of General Practice and two non-university teaching institutions, identified via the internet. 884 topics were extracted from 14 Seminar programs. The topics were entered in a database, discussed and categorized: Practice management/practice work flow/standardized documentation forms/quality management (n=33 topics, common acute and chronic diseases, including disease management programs (n=29 topics, communication, neurological, psychological and psychiatric consultations (n=24 topics, common medical problems, including eye, ear, nose, throat, skin and pediatric problems (n=99 Topics family physicians general approach, including epidemiology, shared decision making, test of time (n=42 Topics. These topics have been rated for priority and desirable number of teaching-units.Results: A catalogue of 111 topics was designed, encompassing 160 teaching units. There is a suggestion of wide topics collections plus an add-on catalogue.Conclusion: A proposal for a 5-year-thematic catalogue for postgraduate training of general practice residents in Germany has been developed. This newly developed curriculum has the potential to improve knowledge and skills that have not been covered during in

  11. Instructional Internships: Improving the Teaching and Learning Experience for Students, Interns, and Faculty

    Science.gov (United States)

    Hemmerich, Abby L.; Hoepner, Jerry K.; Samelson, Vicki M.

    2015-01-01

    Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate…

  12. Comprehensive adolescent health programs that include sexual and reproductive health services: a systematic review.

    Science.gov (United States)

    Kågesten, Anna; Parekh, Jenita; Tunçalp, Ozge; Turke, Shani; Blum, Robert William

    2014-12-01

    We systematically reviewed peer-reviewed and gray literature on comprehensive adolescent health (CAH) programs (1998-2013), including sexual and reproductive health services. We screened 36 119 records and extracted articles using predefined criteria. We synthesized data into descriptive characteristics and assessed quality by evidence level. We extracted data on 46 programs, of which 19 were defined as comprehensive. Ten met all inclusion criteria. Most were US based; others were implemented in Egypt, Ethiopia, and Mexico. Three programs displayed rigorous evidence; 5 had strong and 2 had modest evidence. Those with rigorous or strong evidence directly or indirectly influenced adolescent sexual and reproductive health. The long-term impact of many CAH programs cannot be proven because of insufficient evaluations. Evaluation approaches that take into account the complex operating conditions of many programs are needed to better understand mechanisms behind program effects.

  13. Teaching Phagocytosis Using Flow Cytometry

    Directory of Open Access Journals (Sweden)

    John Boothby

    2009-12-01

    Full Text Available Investigative microbiology on protists in a basic teaching laboratory environment is limited by student skill level, ease of microbial culture and manipulation, instrumentation, and time. The flow cytometer is gaining use as a mainstream instrument in research and clinical laboratories, but has had minimal application in teaching laboratories. Although the cost of a flow cytometer is currently prohibitive for many microbiology teaching environments and the number of trained instructors and teaching materials is limited, in many ways the flow cytometer is an ideal instrument for teaching basic microbiology. We report here on a laboratory module to study phagocytosis in Tetrahymena sp. using flow cytometry in a basic microbiology teaching laboratory. Students and instructors found the flow cytometry data analysis program, Paint-A-GatePRO-TM, to be very intuitive and easy to learn within a short period of time. Assessment of student learning about Tetrahymena sp., phagocytosis, flow cytometry, and investigative microbiology using an inquiry-based format demonstrated an overall positive response from students.

  14. Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia

    Directory of Open Access Journals (Sweden)

    Ni Nyoman Padmadewi

    2017-07-01

    Full Text Available The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual needs of the students. This study then aimed at investigating appropriate strategies of teaching English to a student with Autistic Spectrum Disorder (ASD included in a regular classroom. This research was in the form of a case study conducted in North Bali Bilingual School. The data were collected through observations and interviews. The findings show that the Individual Education Plan (IEP provided with visual media through co-teaching, differentiated instruction and also through a “buddy program” are found appropriate to help the student learn English as a foreign language. These strategies are effective to be implemented in an inclusive classroom program.

  15. What School Movies and "TFA" Teach Us about Who Should Teach Urban Youth: Dominant Narratives as Public Pedagogy

    Science.gov (United States)

    Cann, Colette N.

    2015-01-01

    White teacher savior films (WTSFs) depict the teaching profession as one for which conventional credentialing is unnecessary. White teachers with little training and experience perform miracles in urban classrooms where trained, experienced teachers have failed. This same narrative is echoed in alternative credential programs such as Teach For…

  16. Integrating Research, Teaching and Learning: Preparing the Future National STEM Faculty

    Science.gov (United States)

    Hooper, E. J.; Pfund, C.; Mathieu, R.

    2010-08-01

    A network of universities (Howard, Michigan State, Texas A&M, University of Colorado at Boulder, University of Wisconsin-Madison, Vanderbilt) have created a National Science Foundation-funded network to prepare a future national STEM (science, technology, engineering, mathematics) faculty committed to learning, implementing, and advancing teaching techniques that are effective for the wide range of students enrolled in higher education. The Center for the Integration of Research, Teaching and Learning (CIRTL; http://www.cirtl.net) develops, implements and evaluates professional development programs for future and current faculty. The programs comprise graduate courses, internships, and workshops, all integrated within campus learning communities. These elements are unified and guided by adherence to three core principles, or pillars: "Teaching as Research," whereby research skills are applied to evaluating and advancing undergraduate learning; "Learning through Diversity," in which the diversity of students' backgrounds and experiences are used as a rich resource to enhance teaching and learning; and "Learning Communities" that foster shared learning and discovery among students, and between future and current faculty within a department or institution. CIRTL established a laboratory for testing its ideas and practices at the University of Wisconsin-Madison, known as the Delta Program in Research, Teaching and Learning (http://www.delta.wisc.edu). The program offers project-based graduate courses, research mentor training, and workshops for post-docs, staff, and faculty. In addition, graduate students and post-docs can partner with a faculty member in a teaching-as-research internship to define and tackle a specific teaching and learning problem. Finally, students can obtain a Delta Certificate as testimony to their engagement in and commitment to teaching and learning. Delta has proved very successful, having served over 1500 UW-Madison instructors from graduate

  17. An exploration for research-oriented teaching model in biology teaching.

    Science.gov (United States)

    Xing, Wanjin; Mo, Morigen; Su, Huimin

    2014-07-01

    Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination.

  18. Teaching methods in Hawler College of Medicine in Iraq: a qualitative assessment from teachers' perspectives.

    Science.gov (United States)

    Saleh, Abubakir M; Al-Tawil, Namir G; Al-Hadithi, Tariq S

    2012-07-27

    Medical education in Iraq is poorly assessed and there is a general lack of documented knowledge about the challenges facing this field and the needs for its development. This study aimed to assess the existing teaching methods in the Hawler College of Medicine, Iraq from teaching staff perspectives and assess the knowledge of the teaching staff about student-centred learning. A qualitative study based on a self-administered questionnaire survey of a purposive sample of 83 teaching staff in Hawler Medical University was conducted. The questionnaire addressed the participants' view on the positive aspects and problems of the current teaching methods and priorities to change it. The qualitative data analysis comprised thematic analysis. The study revealed significant problems facing the existing teaching methods including having large number of students in the lecture hall (45.0 %), having focus on teacher-centred teaching (45.0 %) and lack of infrastructures and facilities suitable for proper teaching (26.7 %). The priorities for improving the quality of teaching methods included adoption of small group teaching strategy in all study years (34.6 %), improving the infrastructure and facilities for teaching in the college (34.6 %) and provision of continuous academic development programs for the teaching staff (24.3 %). The existing medical education system face significant problems and it needs important and comprehensive improvements in different areas. There is a need for further research in this field to explore the identified problems in a more in-depth manner in order to better understand of the problems and needs of this important area of education.

  19. IGUN-A program for the simulation of positive ion extraction including magnetic fields

    International Nuclear Information System (INIS)

    Becker, R.; Herrmannsfeldt, W.B.

    1992-01-01

    IGUN is a program for the simulation of positive ion extraction from plasmas. It is based on the well known program EGUN for the calculation of electron and ion trajectories in electron guns and lenses. The mathematical treatment of the plasma sheath is based on a simple analytical model, which provides a numerically stable calculation of the sheath potentials. In contrast to other ion extraction programs, IGUN is able to determine the extracted ion current in succeeding cycles of iteration by itself. However, it is also possible to set values of current, plasma density, or ion current density. Either axisymmetric or rectangular coordinates can be used, including axisymmetric or transverse magnetic fields

  20. igun - A program for the simulation of positive ion extraction including magnetic fields

    Science.gov (United States)

    Becker, R.; Herrmannsfeldt, W. B.

    1992-04-01

    igun is a program for the simulation of positive ion extraction from plasmas. It is based on the well known program egun for the calculation of electron and ion trajectories in electron guns and lenses. The mathematical treatment of the plasma sheath is based on a simple analytical model, which provides a numerically stable calculation of the sheath potentials. In contrast to other ion extraction programs, igun is able to determine the extracted ion current in succeeding cycles of iteration by itself. However, it is also possible to set values of current, plasma density, or ion current density. Either axisymmetric or rectangular coordinates can be used, including axisymmetric or transverse magnetic fields.

  1. Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning

    Directory of Open Access Journals (Sweden)

    Renee Michelle Goertzen

    2010-04-01

    Full Text Available As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs, we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call “focusing on indicators,” which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs’ focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs’ beliefs that guide the observed classroom behavior.

  2. Experiencing Research Firsthand: The "unClassroom" Experiential Learning Approach to Teaching Research Methods in an LIS Master's Program

    Science.gov (United States)

    Mandel, Lauren H.

    2017-01-01

    Research methods education in LIS master's degree programs is facing several difficult questions: should a methods course be required, what content should be taught in that course, and what is the most effective mechanism for teaching that content. There is little consensus about what should be taught or how, but the American Library Association,…

  3. The Old Brain, the New Mirror: Matching Teaching and Learning Styles in Foreign Language Class (Based on Neuro-Linguistic Programming).

    Science.gov (United States)

    Knowles, John K.

    The process of matching teaching materials and methods to the student's learning style and ability level in foreign language classes is explored. The Neuro-Linguistic Programming (NLP) model offers a diagnostic process for the identification of style. This process can be applied to the language learning setting as a way of presenting material to…

  4. Teaching about Fractals.

    Science.gov (United States)

    Willson, Stephen J.

    1991-01-01

    Described is a course designed to teach students about fractals using various teaching methods including the computer. Discussed are why the course drew students, prerequisites, clientele, textbook, grading, computer usage, and the syllabus. (KR)

  5. Integrative teaching in radiology - a survey.

    Science.gov (United States)

    Dettmer, S; Weidemann, J; Fischer, V; Wacker, F K

    2015-04-01

    To survey integrative teaching in radiology at German universities. A questionnaire about radiological education was sent electronically to all 37 chairpersons of university radiology departments in Germany. The questions included the course type, teaching methods, concept, perception, and advantages and disadvantages of integrative teaching. Statistical analysis was performed with nonparametric statistics and chi-square test. The survey was considered representative with a return rate of 68 %. Integrative teaching is established at 4/5 of all departments. Integrative teaching is well accepted with an acceptance rate that is significantly higher in so-called "Modellstudiengängen" [model courses of study] (100 %) compared to conventional courses of study (72 %). The advantages of integrative teaching include linking of content (92 %) and preparation for interdisciplinary work (76 %). The disadvantages include high effort (75 %) and time (67 %) for organization. Furthermore, there is a risk that basic radiological facts and knowledge cannot be conveyed and that the visibility of radiology as an independent discipline is lost. Conventional radiological teaching has a similarly high acceptance (84 %) compared to integrative courses (76 %). Integrative teaching has a high acceptance among chairpersons in radiology in Germany despite the greater effort. A good interdisciplinary collaboration is essential for integrative teaching and at the same time this can be conveyed to the students. However, the visibility of radiology as a discipline and the possibility to cover basic radiological content must be ensured. Therefore, both conventional courses and integrative teaching seems reasonable, especially in cross-disciplinary subjects such as radiology. Both integrative teaching and conventional radiological teaching are highly accepted. The advantages include the linking of multidisciplinary content and the preparation for interdisciplinary cooperation

  6. 75 FR 3449 - Office of Innovation and Improvement; Overview Information; Teaching American History Grant...

    Science.gov (United States)

    2010-01-21

    ... traditional American history content, proven teaching strategies, and lessons learned in implementing TAH... American History Grant Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010.... Funding Opportunity Description Purpose of Program: The Teaching American History Grant (TAH) Program...

  7. Entreprenurial Modes of Teaching in Health Promoting Interventions

    DEFF Research Database (Denmark)

    Christensen, Marie Ernst; Thorø, Karsten

    The Department of Physiotherapy, and the Professional Bachelor Program in Nutrition and Health at VIA University College, Aarhus, Denmark merged on a new campus in an area which soon will host approx. 25.000 worker and students. The geographical location provided a unique opportunity to create...... a pratice-related teaching program focused on health promotion. The project creates a framework for the interaction of theory and practice. Moreover, this blend generates new modes of teaching due to the fact that the teaching is transferred from the usu-al environment to sites where the students experience...... the potential of engaging with real-time media, instead of just practising their professional skills amongst their fellow students. The emerging didactical graphics in the teaching of entrepreneurship are conceptualized as elements where the students take action and thereby develop an active approach...

  8. Ph.D. Post-Doctoral Training Program in Breast Cancer Research

    National Research Council Canada - National Science Library

    Edwards, Dean

    2002-01-01

    .... The curriculum of the Breast Cancer Training Program extends beyond that of the normal Ph.D. requirements to include didactic classroom teaching, journal clubs, seminars, workshops and mini-symposiums on relevant topics in breast cancer...

  9. Ph.D. Post-Doctoral Training Program in Breast Cancer Research

    National Research Council Canada - National Science Library

    Edwards, Dean

    2001-01-01

    .... The curriculum of the Breast Cancer Training Program extends beyond that of the normal Ph.D. requirements to include didactic classroom teaching, journal clubs, seminars, workshops and mini-symposiums on relevant topics in breast cancer...

  10. Ph.D. Post-Doctoral Training Program in Breast Cancer Research

    National Research Council Canada - National Science Library

    Edwards, Dean

    2004-01-01

    .... The curriculum of the Breast Cancer Training Program extends beyond that of the normal Ph.D. requirements to include didactic classroom teaching, journal clubs, seminars, workshops and mini-symposiums on relevant topics in breast cancer...

  11. TESMA: Requirements and Design of a Tool for Educational Programs

    Directory of Open Access Journals (Sweden)

    Nicolas Guelfi

    2017-03-01

    Full Text Available Defining and managing teaching programs at universities or other institutions is a complex task for which there is not much support in terms of methods and tools. This task becomes even more critical when the time comes to obtain certifications w.r.t. official standards. In this paper, we present an on-going project called TESMA, whose objective is to provide an open-source tool dedicated to the specification and management (including certification of teaching programs. An in-depth market analysis regarding related tools and conceptual frameworks of the project is presented. This tool has been engineered using a development method called Messir for its requirements elicitation and introduces a domain-specific language dedicated to the teaching domain. This paper presents the current status of this project and the future activities planned.

  12. Recommended Resources for Planning to Evaluate Program Improvement Efforts (Including the SSIP)

    Science.gov (United States)

    National Center for Systemic Improvement at WestEd, 2015

    2015-01-01

    This document provides a list of recommended existing resources for state Part C and Part B 619 staff and technical assistance (TA) providers to utilize to support evaluation planning for program improvement efforts (including the State Systemic Improvement Plan, SSIP). There are many resources available related to evaluation and evaluation…

  13. Core II Materials for Rural Agriculture Programs. Units E-H.

    Science.gov (United States)

    Biondo, Ron; And Others

    This curriculum guide includes teaching packets for 21 problem areas to be included in a core curriculum for 10th grade students enrolled in a rural agricultural program. Covered in the four units included in this volume are crop science (harvesting farm crops and growing small grains); soil science and conservation of natural resources…

  14. Teaching Typing by Transcription.

    Science.gov (United States)

    Janson, Eleanor L.

    1978-01-01

    In addition to discussing the program for teaching typewriting to blind students using the auditory mode, the article presents a sample lesson in print, along with typing rates achieved by earlier classes. (DLS)

  15. Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness

    Science.gov (United States)

    Lee, Joohi; Tice, Kathleen; Collins, Denise; Brown, Amber; Smith, Cleta; Fox, Jill

    2012-01-01

    The purpose of this study is to investigate the effectiveness of student teaching experiences by measuring teacher candidates' perceptions of their preparedness. The participants were 130 teacher candidates who had completed their student teaching as part of a program preparing them to teach children in pre-K through grade 4. Teacher candidates…

  16. Toward Using Games to Teach Fundamental Computer Science Concepts

    Science.gov (United States)

    Edgington, Jeffrey Michael

    2010-01-01

    Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. …

  17. A Five-Country Survey on Ethics Education in Preservice Teaching Programs

    NARCIS (Netherlands)

    Maxwell, Bruce; Tremblay-Laprise, Audree-Anne; Filion, Marianne; Boon, Helen; Daly, Caroline; van den Hoven, M.A.; Heilbronn, Ruth; Lenselink, Myrthe; Walters, Sue

    2016-01-01

    Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching.

  18. Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs

    Science.gov (United States)

    Teasdale, R.; Ryker, K.; Bitting, K. S.

    2016-12-01

    Graduate Teaching Assistants (GTAs) in the geosciences are responsible for teaching a large proportion of undergraduate students in many universities. Often, GTAs are primary instructors in small laboratory sections of large enrollment courses, putting them in the position of having a more personalized relationship with students, in what is often the most interactive portion of an introductory course. Anecdotally, geoscientists recognize that GTAs also have a broad range of responsibilities, but there is wide variation in the content and timing of the training they receive. Until now, no comprehensive survey has been conducted to capture and analyze this distribution in a systematic way. Data from a nationwide survey of 120 geoscientists is used here to characterize the ways GTAs are trained as well as respondents' priorities for GTA training. Respondents include faculty from PhD- and MS- granting institutions (81.4%) and MS-only granting institutions (18.5%). According to the survey, most GTAs teach laboratory sections (95.6%), and many teach lecture sections (38.9%). In many cases, GTAs support instructors during or outside of the "lecture" section (e.g. grading, 77.1%). Of GTAs who teach lecture or lab sections, most receive required training from their department or the university, commonly on a single day just before the start of the semester. GTA training typically includes logistical information (where to find materials, professionalism), but less than 40% of GTAs are required to participate in pedagogical training. In contrast, pedagogy was most often rated very important or important (74.2%) by survey respondents. The disconnect between the geoscience community's current practices in GTA training and our current values suggests that GTA training programs are needed, and that the community can benefit from reports on the success of existing programs and the dissemination of adaptable models for GTA pedagogical training.

  19. 76 FR 35474 - UAW-Chrysler Technical Training Center, Technology Training Joint Programs Staff, Including On...

    Science.gov (United States)

    2011-06-17

    ...-Chrysler Technical Training Center, Technology Training Joint Programs Staff, Including On-Site Leased Workers From Cranks, O/E Learning, DBSI, IDEA, and Tonic/MVP, Detroit, MI; UAW-Chrysler Technical Training... workers and former workers of UAW-Chrysler Technical Training Center, Technology Training Joint Programs...

  20. Teaching - methodical and research center of hydrogen power engineering and platinum group metals in the former Soviet Union countries

    International Nuclear Information System (INIS)

    Evdokimov, A.A; Sigov, A.S; Shinkarenko, V.V.

    2005-01-01

    Full text: Teaching - Methodical and Research Center (TMRC) 'Sokolinaja Gora' is founded in order to provide methodical-information and scientific support of institutes of higher education in the field of hydrogen power engineering and platinum group metals in Russia and in the countries of the Former Soviet union. It is independent association of creative communities of scientist of higher educational specialists. The main directions of the Center activity are: 1. Teaching-methodological support and development of teaching in the field of hydrogen power engineering and platinum group metals in Russia in the countries of the Former Soviet Union. Themes of teaching includes the basic of safe using of hydrogen technologies and devices, ecological, economic and law aspects of new hydrogen power engineering, transition to which in 21 century is one of the central problems of mankind survival; 2. Organizing of joint researches by independent creative communities of scientists in the field of hydrogen power engineering and platinum group metal; 3. Independent scientific examination, which is made by Advisory Committee of High Technologies consisting of representatives of the countries of Former Soviet Union, which are standing participants of an Annual International Symposia 'Hydrogen Power Engineering and Platinum Group Metals in the Former Soviet Union Countries'. Structure of the Center: 1. Center of strategic development in the field of high technologies; 2. Scientific Research Institute of Hydrogen Power Engineering and Platinum Group Metals; 3. Teaching-Methodical Association in specialization 'Hydrogen Power Engineering and economics' and hydrogen wide spread training; 4. Media Center 'Hydrogen Power Engineering and Platinum Group Metals', 5. Organizational Center; 6. Administrative Center. The Center will be established step-by-step in 2005-2010 on the basis of the following programs: Teaching-methodological program. On the basis of this program it is planned to

  1. Implementation and evaluation of a simulation curriculum for paediatric residency programs including just-in-time in situ mock codes.

    Science.gov (United States)

    Sam, Jonathan; Pierse, Michael; Al-Qahtani, Abdullah; Cheng, Adam

    2012-02-01

    To develop, implement and evaluate a simulation-based acute care curriculum in a paediatric residency program using an integrated and longitudinal approach. Curriculum framework consisting of three modular, year-specific courses and longitudinal just-in-time, in situ mock codes. Paediatric residency program at BC Children's Hospital, Vancouver, British Columbia. The three year-specific courses focused on the critical first 5 min, complex medical management and crisis resource management, respectively. The just-in-time in situ mock codes simulated the acute deterioration of an existing ward patient, prepared the actual multidisciplinary code team, and primed the surrounding crisis support systems. Each curriculum component was evaluated with surveys using a five-point Likert scale. A total of 40 resident surveys were completed after each of the modular courses, and an additional 28 surveys were completed for the overall simulation curriculum. The highest Likert scores were for hands-on skill stations, immersive simulation environment and crisis resource management teaching. Survey results also suggested that just-in-time mock codes were realistic, reinforced learning, and prepared ward teams for patient deterioration. A simulation-based acute care curriculum was successfully integrated into a paediatric residency program. It provides a model for integrating simulation-based learning into other training programs, as well as a model for any hospital that wishes to improve paediatric resuscitation outcomes using just-in-time in situ mock codes.

  2. The Effect of Internet-Based Education on Student Success in Teaching of 8th Grade Triangles Subject

    Science.gov (United States)

    Kaya, Deniz; Kesan, Cenk; Izgiol, Dilek

    2013-01-01

    In the study, it was researched the effect of internet-based application on student success. Internet-based application was used at the teaching of triangles subject which is included in 8th grade units of triangles and algebra. The study was carried out over the internet with a computer software program: Vitamin Program. The study was carried out…

  3. Introductory Programming Subject in European Higher Education

    Science.gov (United States)

    Aleksic, Veljko; Ivanovic, Mirjana

    2016-01-01

    Programming is one of the basic subjects in most informatics, computer science mathematics and technical faculties' curricula. Integrated overview of the models for teaching programming, problems in teaching and suggested solutions were presented in this paper. Research covered current state of 1019 programming subjects in 715 study programmes at…

  4. Teaching and learning innovations for postgraduate education in nursing.

    Science.gov (United States)

    Phillips, Diane; Forbes, Helen; Duke, Maxine

    2013-01-01

    This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.

  5. Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

    Science.gov (United States)

    Justice, Nicola

    Graduate teaching assistants (GTAs) are responsible for instructing approximately 25% of introductory statistics courses in the United States (Blair, Kirkman, & Maxwell, 2013). Most research on GTA professional development focuses on structured activities (e.g., courses, workshops) that have been developed to improve GTAs' pedagogy and content knowledge. Few studies take into account the social contexts of GTAs' professional development. However, GTAs perceive their social interactions with other GTAs to be a vital part of their preparation and support for teaching (e.g., Staton & Darling, 1989). Communities of practice (CoPs) are one way to bring together the study of the social contexts and structured activities of GTA professional development. CoPs are defined as groups of practitioners who deepen their knowledge and expertise by interacting with each other on an ongoing basis (e.g., Lave & Wenger, 1991). Graduate students may participate in CoPs related to teaching in many ways, including attending courses or workshops, participating in weekly meetings, engaging in informal discussions about teaching, or participating in e-mail conversations related to teaching tasks. This study explored the relationship between statistics graduate students' experiences in CoPs and the extent to which they hold student-centered teaching beliefs. A framework for characterizing GTAs' experiences in CoPs was described and a theoretical model relating these characteristics to GTAs' beliefs was developed. To gather data to test the model, the Graduate Students' Experiences Teaching Statistics (GETS) Inventory was created. Items were written to collect information about GTAs' current teaching beliefs, teaching beliefs before entering their degree programs, characteristics of GTAs' experiences in CoPs, and demographic information. Using an online program, the GETS Inventory was administered to N =218 statistics graduate students representing 37 institutions in 24 different U.S. states

  6. Working Together in Urban Schools: How a University Teacher Education Program and Teach for America Partner to Support Alternatively Certified Teachers

    Science.gov (United States)

    Heineke, Amy J.; Carter, Heather; Desimone, Melissa; Cameron, Quanna

    2010-01-01

    The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and…

  7. Teaching braille letters, numerals, punctuation, and contractions to sighted individuals.

    Science.gov (United States)

    Putnam, Brittany C; Tiger, Jeffrey H

    2015-01-01

    Braille-character recognition is one of the foundational skills required for teachers of braille. Prior research has evaluated computer programming for teaching braille-to-print letter relations (e.g., Scheithauer & Tiger, 2012). In the current study, we developed a program (the Visual Braille Trainer) to teach not only letters but also numerals, punctuation, symbols, and contractions; we evaluated this program with 4 sighted undergraduate participants. Exposure to this program resulted in mastery of all braille-to-print relations for each participant. © Society for the Experimental Analysis of Behavior.

  8. Java across Different Curricula, Courses and Countries Using a Common Pool of Teaching Material

    Science.gov (United States)

    Ivanovic, Mirjana; Budimac, Zoran; Mishev, Anastas; Bothe, Klaus; Jurca, Ioan

    2013-01-01

    Under the auspices of a DAAD funded educational project, a subproject devoted to different aspects of teaching the Java programming language started several years ago. The initial intention of the subproject was to attract members of the subproject to prepare some teaching materials for teaching essentials of the Java programming language. During…

  9. A qualitative evaluation of scalpel skill teaching of podiatry students.

    Science.gov (United States)

    Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Fryer, Caroline E; Hillier, Susan L

    2017-01-01

    Degrees in health disciplines need a balance of theoretical knowledge and sufficient clinical practice to meet registration requirements, in particular those requiring specialist skills such as the use of scalpels and other small instruments, such as podiatry. However, despite this requirement there is a scarcity of literature and research to inform teaching of these particular manual clinical skills. Therefore, the aims of this study were to determine the current approaches being used to teach manual skills, in particular scalpel skills, in university podiatry programs in Australia and New Zealand, and to explore what issues, challenges and innovations exist. A qualitative study, consisting of semi-structured interviews with staff at eight university podiatry programs in Australia and New Zealand was undertaken to determine how these skills are taught and evaluated, and how poor performers are managed. A conventional content analysis technique was used to analyse and code interview data, with the resultant categories reported. Approaches to teaching manual clinical skills, in particular scalpel skills, appear to be consistent between university programs in Australia and New Zealand in utilising didactic-style content, demonstration, physical practice on inanimate objects and real skin, and often the use of supplementary audio-visual material. The main reported differences between programs were in methods and processes of practice, with controversy regarding the use of inanimate objects versus real skin for practice. Despite a lack of research and literature surrounding this topic, the approach to teaching is relatively consistent between programs with greatest disparity being the structure and duration of practice. Key issues for teaching staff in teaching manual skills were students' clinical exposure, motivation, levels of anxiety and dexterity.

  10. [Status of health psychology teaching in Chilean schools of medicine].

    Science.gov (United States)

    Santander, Jaime T; Pinedo, José P; Repetto, Paula L

    2012-07-01

    Physicians should be exposed, during their training to basic concepts in psychology. To describe the current status of the formal teaching of health psychology or medical psychology in Chilean medical schools. We reviewed the programs of the courses including topics of Medical Psychology, Health Psychology and Behavioral Medicine at 18 medical schools in Chile, using a focused coding method. The contents and the time spent on these courses were considered and analyzed. Eighty three percent of medical schools have a Medical Psychology or related program, 56.3% are carried out during the first year of medical School teaching and the weekly load has an average of 4 hours. The contents are mixed and predominantly concerning general and developmental psychology, but also address specific issues of Medical Psychology in most cases. There is little clarity about the training issues to be addressed in medical psychology for medical students in Chile. It is necessary to define the minimum content that all medical graduates should learn.

  11. 20 CFR 627.220 - Coordination with programs under title IV of the Higher Education Act including the Pell grant...

    Science.gov (United States)

    2010-04-01

    ... the Higher Education Act including the Pell grant program. 627.220 Section 627.220 Employees' Benefits... of the Higher Education Act including the Pell grant program. (a) Coordination. Financial assistance programs under title IV of the Higher Education Act of 1965, as amended (HEA) (the Pell Grant program, the...

  12. e-Teaching in pediatric cardiology: A paradigm shift.

    Science.gov (United States)

    Maheshwari, Sunita; Zheleva, Bistra; Rajasekhar, Veeralakshmi; Batra, Bipin

    2015-01-01

    Training of postgraduate students has traditionally been done in person in a hospital setting with hands-on training with each faculty member imparting knowledge to 2 to 4 students per year. Supplementing their practical education with online instruction could make a significant difference in standardizing pediatric cardiology education in India. To present the rationale, methods and survey results of a live e-Teaching methodology implemented for Pediatric cardiology trainees in association with the National Board of Examinations, India. Between March 2010 and March 2014, 310 e-classes were conducted in the Pediatric cardiac sciences by 24 e-teachers. Content of the e-Learning program was based on a 2-year pediatric cardiology curriculum and included twice-weekly live online video training sessions, a library of recorded sessions and online test quizzes for the students. A total of 231 students accessed the program at various times over the 4-year period. In our study, requests for access to the e-lectures increased from 10/year the first year to 100/year by the fourth year with feedback surveys conveying a high satisfaction level from the students and a high need for this knowledge. The advantages of virtual live e-Learning included the fact that one teacher can teach multiple students in multiple geographic locations at the same time, obviating the issue of quality teacher shortage and the same content can be disseminated to all students undergoing specialist training so there is a national consensus on diagnostic and management approach among all trainees. Additionally, the e-classes can be recorded and replayed so they can be viewed repeatedly by the same group or new trainees. This is the first sustained use of e-Teaching in a medical super-specialty in India. We believe that e-Teaching is an innovative solution that can be applied, not just to Pediatric Cardiology as we have done, but to all branches of specialist and super-specialist medical training in

  13. Designing monitoring programs for chemicals of emerging concern in potable reuse ⋯ What to include and what not to include?

    KAUST Repository

    Drewes, Jorg; Anderson, Paul D.; Denslow, Nancy D.; Olivieri, Adam W.; Schlenk, Daniel K.; Snyder, Shane A.; Maruya, Keith

    2012-01-01

    This study discussed a proposed process to prioritize chemicals for reclaimed water monitoring programs, selection of analytical methods required for their quantification, toxicological relevance of chemicals of emerging concern regarding human health, and related issues. Given that thousands of chemicals are potentially present in reclaimed water and that information about those chemicals is rapidly evolving, a transparent, science-based framework was developed to guide prioritization of which compounds of emerging concern (CECs) should be included in reclaimed water monitoring programs. The recommended framework includes four steps: (1) compile environmental concentrations (e.g., measured environmental concentration or MEC) of CECs in the source water for reuse projects; (2) develop a monitoring trigger level (MTL) for each of these compounds (or groups thereof) based on toxicological relevance; (3) compare the environmental concentration (e.g., MEC) to the MTL; CECs with a MEC/MTL ratio greater than 1 should be prioritized for monitoring, compounds with a ratio less than '1' should only be considered if they represent viable treatment process performance indicators; and (4) screen the priority list to ensure that a commercially available robust analytical method is available for that compound. © IWA Publishing 2013.

  14. Designing monitoring programs for chemicals of emerging concern in potable reuse ⋯ What to include and what not to include?

    KAUST Repository

    Drewes, Jorg

    2012-11-01

    This study discussed a proposed process to prioritize chemicals for reclaimed water monitoring programs, selection of analytical methods required for their quantification, toxicological relevance of chemicals of emerging concern regarding human health, and related issues. Given that thousands of chemicals are potentially present in reclaimed water and that information about those chemicals is rapidly evolving, a transparent, science-based framework was developed to guide prioritization of which compounds of emerging concern (CECs) should be included in reclaimed water monitoring programs. The recommended framework includes four steps: (1) compile environmental concentrations (e.g., measured environmental concentration or MEC) of CECs in the source water for reuse projects; (2) develop a monitoring trigger level (MTL) for each of these compounds (or groups thereof) based on toxicological relevance; (3) compare the environmental concentration (e.g., MEC) to the MTL; CECs with a MEC/MTL ratio greater than 1 should be prioritized for monitoring, compounds with a ratio less than \\'1\\' should only be considered if they represent viable treatment process performance indicators; and (4) screen the priority list to ensure that a commercially available robust analytical method is available for that compound. © IWA Publishing 2013.

  15. Preservice teachers' use of lesson study in teaching nature of science

    Science.gov (United States)

    McDowell, Amy Virginia

    The purpose of this study was to explore preservice teachers' lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers' understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers' transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers' teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science-Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants' NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study's results contributes to two knowledge bases

  16. The Skateboard Factory: a teaching case on discrete-event simulation

    Directory of Open Access Journals (Sweden)

    Marco Aurélio de Mesquita

    Full Text Available Abstract Real-life applications during the teaching process are a desirable practice in simulation education. However, access to real cases imposes some difficulty in implement such practice, especially when the classes are large. This paper presents a teaching case for a computer simulation course in a production engineering undergraduate program. The motivation for the teaching case was to provide students with a realistic manufacturing case to stimulate the learning of simulation concepts and methods in the context of industrial engineering. The case considers a virtual factory of skateboards, which operations include parts manufacturing, final assembly and storage of raw materials, work-in-process and finished products. Students should model and simulate the factory, under push and pull production strategies, using any simulation software available in the laboratory. The teaching case, applied in the last two years, contributed to motivate and consolidate the students’ learning of discrete-event simulation. It proved to be a feasible alternative to the previous practice of letting students freely choose a case for their final project, while keeping the essence of project-based learning approach.

  17. Reflective Peer Mentoring: Evolution of a Professional Development Program for Academic Librarians

    Directory of Open Access Journals (Sweden)

    Janet L. Goosney

    2014-06-01

    Full Text Available For librarians engaged in teaching and learning, reflection has the potential to create opportunities to examine one’s instructional practice, identify and address challenges, and find new instructional pathways. It can also lead to a deeper understanding of one’s teaching. As valuable as it is, it can be challenging for librarians to find time to deeply contemplate instruction experiences. In the fast-paced environment of academic libraries, reflection is too often passed over as we rush from one teaching experience to the next. Recognizing the value of reflective practice, a team of academic librarians at Memorial University created a peer mentoring program for librarians involved in information literacy and other forms of teaching. The goal was to create an inviting and collaborative environment for exploring and developing instructional self-awareness by working with librarian colleagues. The resulting Reflective Peer Mentoring (RPM program requires minimal librarian time yet offers satisfying opportunities for brainstorming, problem solving, and reflection by bringing colleagues together into small co-mentored learning communities. This paper explores the successful evolution of this peer-based, collegial approach to reflection. It describes the inspiration and experimentation that led to the eventual creation of the RPM model, including Reflective Teaching & Observation (RTO, an earlier program founded on peer observation and collaborative exploration. It also describes the foundational principles that form the basis for the RPM program as well as the three-step framework on which it is structured. Finally, the article examines the information gathered and lessons learned from assessment of the program during the first year of implementation.

  18. Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

    Science.gov (United States)

    Ginsburg, Lynda

    2016-01-01

    Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they…

  19. Adherence to Trained Standards After a Faculty Development Workshop on “Teaching With Simulated Patients”

    Directory of Open Access Journals (Sweden)

    Freytag, Julia

    2017-10-01

    Full Text Available Background: Nowadays, faculty development programs to improve teaching quality are considered to be very important by medical educators from all over the world. However, the assessment of the impact of such programs rarely exceeds tests of participants’ knowledge gain or self-assessments of their teaching behavior. It remains unclear what exactly is expected of the attending faculty and how the transfer to practice may be measured more comprehensively and accurately. Method: This study evaluates how specific teaching standards were applied after a workshop (10 teaching units focusing on teaching communication skills with simulated patients. Trained observers used a validated checklist to observe 60 teaching sessions (held by 60 different teachers of a communication skills course integrating simulated patients. Additionally, we assessed the amount of time that had passed since their participation in the workshop and asked them to rate the importance of communication and social skills in medical education. Results: The observations showed that more than two thirds of teaching standards were met by at least 75% of teachers. Fulfillment of standards was significantly connected to teachers’ rating of the importance of communication and social skills (=-.21, =.03. In addition, the results suggest a slight decrease in the amount of fulfilled standards over time (=-.14, =.15. Conclusions: Teachers' adherence to basic teaching standards was already satisfying after a one-day workshop. More complex issues need to be re-addressed in further faculty development courses with a special focus on teachers’ attitude towards teaching. In future, continuing evaluations of the transfer of knowledge and skills from faculty development courses into practice, preferably including pre-tests or control groups, are needed.

  20. Teaching English Through Literature

    Directory of Open Access Journals (Sweden)

    Murat Hişmanoğlu

    2005-04-01

    Full Text Available This paper aims at emphasizing the use of literature as a popular technique for teaching both basiclanguage skills (i.e. reading, writing, listening and speaking and language areas (i.e. vocabulary,grammar and pronunciation in our times. Reasons for using literary texts in foreign language classroomand main criteria for selecting suitable literary texts in foreign language classes are stressed so as tomake the reader familiar with the underlying reasons and criteria for language teachers’ using andselecting literary texts. Moreover, literature and the teaching of language skills, benefits of differentgenres of literature (i.e. poetry, short fiction, drama and novel to language teaching and some problemsencountered by language teachers within the area of teaching English through literature (i.e. lack ofpreparation in the area of literature teaching in TESL / TEFL programs, absence of clear-cut objectivesdefining the role of literature in ESL / EFL, language teachers’ not having the background and trainingin literature, lack of pedagogically-designed appropriate materials that can be used by language teachersin a classroom context are taken into account.